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HANDBOOK  FOR  COMRADES 


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Sweater  Emblems 

Upper  designs — Pioneers 
Center  designs — Comrades 

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For  value  of  colors,  meaning  of  colored  cords,  numerals,  and  full 
explanation  of  insignia  see  second  section  of  Appendix. 


HANDBOOK  FOR  COMRADES 


A  Program  of  Christian  Citizenship 
Training  for  Boys  Fifteen  to 
Seventeen  Years  of  Age 


ASSOCIATION  PRESS 

New  York:  347  Madison  Avenue 
1920 


Copyright,  1920,  by 
The  International  Committee  op 
Young  Men’s  Christian  Associations 


CONTENTS 


Foreword  . v 

I.  All  About  the  Program .  i 

II.  The  Intellectual  Training  Program  and  Ac¬ 
tivities  .  5 

III.  The  Physical  Training  Program  and  Activities  31 

IV.  The  Devotional  Training  Program  and  Activi¬ 

ties  .  49 

V.  The  Service  Training  Program  and  Activities  64 

VI.  The  Service  Recognitions .  84 

VII.  Americans  All  .  '. .  89 

VIII.  Keeping  Fit  . 102 

IX.  Track  and  Field  Athletics . 116 

X.  Aquatics . 153 

XI.  Camp  Life  and  Recreation . 184 

XII.  Nature  Hobbies  . 209 

XIII.  Our  Native  Trees  . 234 

XIV.  How  to  Have  a  Good  Garden . 265 

XV.  Pets . 288 

XVI.  In  Partnership  with  Yourself — Thrift  ....  306 

XVII.  Silent  Comrades . 310 

XVIII.  First  Aid  to  the  Injured  . . 320 

XIX.  Safety  First . 339 

XX.  American  Citizenship  for  Boys  . 345 

XXI.  Group  and  Mass  Games . 369 

Appendix . 407 

Historical  Statement 
Insignia  and  Registration 
Physical  Examination  Blank 

Index  . 425 


I 


FOREWORD 


Special  attention  has  been  given  to  make  this  program  as 
acceptabl  e  and  as  usable  as  possible  by  volunteer  leaders  of  boys 
who  desire  a  Christian  citizenship  training  program,  whether  in 
the  Young  Men’s  Christian  Association,  the  Sunday  school,  or 
elsewhere. 

Every  suggestion  for  the  still  further  improvement  of  it  will 
be  welcomed  and  the  largest  possible  cooperation  and  partner¬ 
ship  are  sought,  both  in  the  using  of  the  present  program  and 
in  any  further  revisions  or  substitutions  that  may  be  desirable 
from  time  to  time. 

It  is  hoped  that  a  joint  commission  will  be  appointed  to 
develop  a  program  of  boys’  work  which  will  be  representative  of 
the  best  ideals,  standards,  and  methods  of  the  forces  which  are 
directly  responsible  for  the  religious  education  of  adolescent 
boys. 

ACKNOWLEDGMENTS 

This  program  represents  the  labors  of  many  men  and  has  taken 
several  years  of  experiment  and  study  as  will  be  seen  by  refer¬ 
ence  to  the  Historical  Statement. 

We  wish  to  express  our  grateful  appreciation  to  the  National 
Council  of  the  Young  Men’s  Christian  Association  of  Canada 
for  the  use  of  text  and  illustrations  from  “Manual  for  Trail 
Rangers”  and  “Manual  for  Tuxis  Boys,”  in  addition  to  the 
chapters  which  carry  acknowledgment  in  a  footnote;  to  Ernest 
Thompson  Seton  for  permission  to  use  the  chapter  “Fifty 
Common  Forest  Trees  of  Eastern  North  America,”  as  printed 
in  the  “Woodcraft  Manual  for  Boys”;  to  B.  Deane  Brink  for 
chapter  on  “Aquatics”;  to  George  O.  Draper  for  chapter  on 
“Games”;  to  Dr.  Peter  Roberts  and  C.  W.  Bacon  for  chapter 
on  “American  Citizenship  for  Boys”;  to  H.  W.  Gibson  for 
chapter  on  “Camping”;  to  R.  G.  Cole,  Herbert  L.  Crate,  Henry 
G.  Hart,  C.  B.  Loomis  and  Harry  T.  Baker  for  biographical 


VI 


HANDBOOK  FOR  COMRADES 


sketches;  to  L.  K.  Hall  and  D.  C.  Drew  for  chapter  on  “The 
Country  Boy”;  to  A.  N.  Cotton,  C.  C.  Robinson,  C.  H.  Hagen- 
buch,  C.  J.  Carver,  Leonard  Paulson,  and  other  members  of 
the  International  Committee  staff  for  chapter  material  and 
constant  suggestions  in  the  preparation  and  revision  of  material ; 
to  F.  H.  Cheley  and  Eugene  C.  Foster  especially  for  the  constant 
and  untiring  attention  in  connection  with  the  preparation, 
editing,  and  production  of  the  volume;  to  the  many  men  who 
have  attended  conferences  and  at  other  times  given  valuable 
help  in  the  production  of  the  program. 

The  International  Committee  of 
Young  Men's  Christian  Associations 

Edgar  M.  Robinson , 

Secretary ,  Boys1  Work  Division. 


CHAPTER  I 


ALL  ABOUT  THE  PROGRAM 

Every  live  older  boy,  looking  forward  to  manhood,  wants  to 
be  a  success;  indeed,  if  he  is  any  good,  he  expects  to  be  a  success. 
So  that  he  is  always  keeping  his  eyes  open  for  the  things  that 
help  to  make  successful  men. 

This  Program  points  the  way  toward  success.  Every  boy  who 
follows  this  plan  may  not.be  fully  successful,  but  almost  surely 
he  will  be  more  successful  than  if  he  had  not  followed  a  program 
of  this  character.  Why?  Because  he  will  be  laying  broad,  four¬ 
square  foundations  for  his  life.  The  Program  offers  a  boy  the 
opportunity  to  build  his  life  up  on  all  sides — to  be  strong  men¬ 
tally,  physically,  socially,  and  spiritually.  Of  course,  the  young 
man  will  later  specialize,  and  become  skilled  in  some  one  line. 
But  he  will  be  a  better  specialist  if  he  has  a  broad  foundation. 
His  aim  is  to  be  able  to  say: 

I  can  do  all  things  well, 

Some  things  better, 

One  thing  best. 

Then,  again,  the  Program  calls  for  just  the  things  that  an 
older  boy  is  most  interested  in.  The  things  that  he  does  daily — 
at  home,  at  school,  at  work — are  all  counted  to  his  credit,  and 
a  whole  world  of  most  interesting  facts  and  accomplishments  is 
opened  up  to  him.  He  is  helped  to  become  strong  and  skilled  in 
his  physical  life,  he  finds  the  way  to  the  most  delightful  discov¬ 
eries  in  the  mental  world,  he  learns  the  joy  of  real  service  for 
others,  and  discovers  the  place  of  spiritual  growth  in  a  young 
man’s  life. 

The  Program,  in  these  ways,  brings  the  most  useful  informa¬ 
tion  and  challenges  to  the  most  worth-while  accomplishment,  and 
does  all  this  in  terms  of  the  things  which  older  boys  like  to  do. 
Throughout  the  entire  Program  the  idea  is  kept  in  mind  of  living 
as  nearly  as  possible  the  complete  life  which  Jesus  lived  as  a 
young  man,  as  we  are  told  in  Luke  2:52  that  He  “advanced  in 
wisdom  and  stature  and  in  favor  with  God  and  men.” 


2 


HANDBOOK  FOR  COMRADES 


How  does  one  get  into  the  spirit  and  plan  of  the  Program? 
While  it  is  possible,  of  course,  to  get  a  great  deal  of  enjoyment 
and  help  out  of  it  by  following  it  alone,  most  boys  will  join  with 
others  in  a  group  under  an  adult  Leader.  The  first  thing  to  do, 
then,  is  to  find  the  group  you  want  to  join  and  get  acquainted 
with  the  Leader. 

The  Leader  will  very  soon  arrange  for  a  charting  interview. 
What  is  that?  Well,  it  is  simply  a  frank  personal  talk  with  the 
Leader ,  where  he  asks  a  few  questions  as  to  how  far  you  have 
accomplished  things,  in  this  direction  or  in  that,  and  then  gives 
you  an  idea  of  how  your  accomplishments  look  when  compared 
with  a  given  “chart.” 

For  instance,  the  cross  with  its  four  equal  arms  is  taken  as  a 
symbol  of  a  well-developed  life.  Each  arm  of  the  cross  represents 
one  phase  of  life — intellectual,  physical,  devotional,  service. 

Each  arm  contains  eight  lines;  each  line  represents  one  test  in 
that  part  of  the  boy’s  development.  For  instance,  look  at  the 
physical  side  for  a  minute.  There  are  eight  lines,  each  represent¬ 
ing  a  required  test.  On  each  of  those  lines  a  record  is  made 
of  the  boy’s  present  standing.  This  is  done  in  each  of  the 
four  standards  and  the  boy  then  sees  his  own  chart. 

Let  us  take  an  example  of  the  way  it  works,  as  shown  by  a 
boy  who  has  been  charted. 


WTD-LL&CTUAL 


This  boy  has  been  a  fair  student,  has  taken  part  in  physical 
work,  works  well  with  others,  and  helps  the  other  fellow,  but  he 
admits  that  he  has  neglected  his  spiritual  life.  He  is  one-sided. 


3 


ALL  ABOUT  THE  PROGRAM 

I 

That  is  the  way  the  charting  is  done;  but  putting  it  on  this 
chart  isn’t  the  principal  thing.  There  is  great  value  in  the  per¬ 
sonal  interview,  where  the  boy  learns  a  good  many  helpful  things 
about  himself  and  learns  how  to  make  good  on  things  in  which 
he  may  be  lacking.  The  Leader  also  learns  to  know  the  boy  bet¬ 
ter.  But  the  real  thing,  after  all,  is  the  boy’s  realization  that 
he  has  it  in  his  power  to  secure  a  well-developed,  all-round  train¬ 
ing  for  life. 

But  that  is  not  all.  The  charting  interview  is  just  the  begin¬ 
ning,  to  help  the  new  boy  to  get  acquainted  with  himself,  with 
the  Leader ,  and  with  the  Program.  After  this  come  the  group 
and  inter-group  programs  of  activities.  If  a  boy  does  not  chart 
quite  the  way  he  would  like  to,  the  Program  will  show  him  how 
he  can  broaden  out  his  life;  so  that,  when  the  second  charting 
comes,  at  the  end  of  the  season,  it  will  show  him  that  he  has 
gained  a  great  many  worth-while  things. 

The  tests  are  of  two  kinds.  Suppose  we  turn  to  page  io  and 
look  at  the  tests  under  Education,  which  is  a  portion  of  the  In¬ 
tellectual  Training  Section.  We  see  that  out  of  300  credits  he 
may  secure  200  by  his  general  standing  in  school;  the  other  100 
he  can  get  by  selecting  some  electives,  and  meeting  tests  as 
suggested  there.  This  same  arrangement  holds  good  throughout 
the  entire  Program.  In  this  way  he  can  add  to  his  knowledge 
and  skill  in  the  matter  of  useful  and  interesting  things,  and  at 
the  same  time  he  will  receive  credits  for  what  he  learns  to  know 
and  to  do. 

The  button  which  a  boy  who  is  taking  this  Program  is  privi¬ 
leged  to  wear  is  shown  on  page  413.  The  emblems  which  mark 
his  standing  in  the  group  are  shown  on  the  color  page  opposite 
title  page.  Each  boy  may  wear  one  of  these  emblems;  and  a 
group  emblem  is  also  available  for  the  entire  group  of  boys, 
which  shows  how  they  stand  when  their  individual  records  are 
bunched ;  of  course,  every  creditable  thing  done  by  each  member 
of  the  group  will  help  to  secure  a  better  group  emblem. 

The  group  program,  as  it  is  used  at  a  weekly  meeting,  consists 
of  games,  stunts,  interesting  talks,  Bible  study,  and  other  fea¬ 
tures;  besides  all  this,  there  will  be  hikes  and  visits  to  places 
of  interest,  and  inter-group  athletics,  and  all  the  good  things 
that  go  along  with  a  club  of  live  fellows. 


4 


HANDBOOK  FOR  COMRADES 


The  Program  has  taken  the  life  of  Jesus,  as  a  young  man,  as 
the  ideal  toward  which  every  older  boy  may  work.  We  are  told 
that  He  “advanced  in  wisdom  and  stature,  and  in  favor  with  God 
and  men.”  This  is  the  fourfold  life  which  should  be  the  aim  of 
every  older  boy  who  takes  part  in  this  Program. 

Of  course,  there  is  an  opportunity  for  the  boy  who  wants  to  do 
a  little  more  than  this  Program  requires  in  any  special  direction. 
Additional  tests  are  found  in  the  list  of  Service  Recognitions  (see 
page  85). 

Beyond  this  Program  for  the  Comrades  there  is  to  be  an 
additional  Program  for  still  older  fellows;  so  that  a  boy  entering 
in  this  group  has  a  chance  to  go  on  developing  in  this  Program 
until  he  reaches  the  age  of  twenty-one. 

There  are  many  useful  and  most  interesting  facts  in  the  chap¬ 
ters  to  be  found  in  the  latter  part  of  this  book.  By  reading  these 
chapters  carefully,  a  boy  will  find  many  hints  which  will  enable 
him  to  carry  out  his  part  of  the  Program  successfully. 


CHAPTER  II 


THE  INTELLECTUAL  TRAINING  PROGRAM 
AND  ACTIVITIES 

“  Jesus  advanced  in  wisdom ” — Luke  2:52. 

“Thou  shalt  love  the  Lord ,  thy  God  .  .  .  with  all  thy  mind ” — 

Luke  io:2j. 

Our  minds  are  capable  of  marvelous  development.  Through 
them  we  learn  to  understand  life  and  to  appreciate  people  and 
events,  and  with  them  we  must  make  great  decisions.  One  of 
the  greatest  thinkers  America  has  produced  used  to  declare  that 
the  average  man  used  only  about  one-tenth  of  his  possible  brain 
power,  just  as  though  a  carpenter,  having  a  full  set  of  tools, 
should  habitually  use  only  three  or  four.  Neither  brains  nor 
tools  are  much  use  unless  they  are  set  at  work. 

A  boy’s  mind  is  also  an  important  financial  asset.  You  are 
worth  about  two  dollars  a  day  from  your  ears  down.  Your 
ability  to  earn  and  to  enjoy  life  and  to  serve  others  depends 
pretty  largely  on  the  training  and  cultivation  you  give  your 
mental  powers. 

A  friend  once  asked  me  if  I  knew  where  the  Great  American 
Desert  was.  I  assured  him  that  I  did — that  it  was  in  Arizona 
and  New  Mexico.  He  told  me  I  was  mistaken.  Then,  with  a 
knowing  smile,  he  pointed  to  his  head  with  the  remark:  “It’s  up 
here.  It’s  a  wonderful  piece  of  land,  will  grow  anything  under 
the  sun  from  a  big  crop  of  bright  ideas  to  ‘tons’  of  profound 
thoughts,  just  provided  it  is  properly  cultivated.” 

It  is  certainly  training  that  counts.  Sixty  per  cent  of  our 
congressmen  have  been  college  men;  seventy-nine  per  cent  of 
our  senators  have  been  college  men;  ninety  per  cent  of  our  su¬ 
preme  court  judges  have  been  college  men;  ninety-two  per  cent 
of  our  presidents  have  been  college  men. 

The  world  needs,  as  never  before,  men  with  trained  intellects 
“Ye  shall  know  the  truth  and  the  truth  shall  make  you  free.” 
Through  training  we  come  to  know  ourselves  better,  to  appre- 


6 


HANDBOOK  FOR  COMRADES 


date  the  real  worth  of  our  fellows  more  fully,  and  to  perceive 
more  of  God’s  truth  as  we  find  it  in  events,  in  people,  and  in  His 
wonderful  out-of-doors. 

The  bulk  of  a  Comrade’s  training,  so  far  as  your  intellect 
goes,  will  probably  be  had  in  regular  school  and  college  unless 
you  are  an  employed  boy.  If  you  find  it  impossible  to  stay  in 
school  because  of  economic  reasons,  you  should  take  advantage 
of  such  opportunities  as  the  night  classes  in  high  schools,  the 
extension  departments  of  state  universities,  and  such  courses  as 
are  offered  by  thoroughly  good  trade  schools,  business  colleges, 
and  correspondence  schools.  Do  not  suppose  that,  simply  be¬ 
cause  you  have  been  deprived  of  regular  school  work,  your  mind 
must  forever  remain  undeveloped.  “The  world  itself  is  a  uni¬ 
versity.  Travel  and  contact  with  men  and  things,  a  mental  col¬ 
lision  with  different  races  and  people,  and  the  struggle  to  get  on 
in  the  world  are  educators  in  the  highest  degree.” 

The  main  thing  is  to  be  certain  that  you  are  alive  mentally. 
There  is  something  to  be  learned  from  every  friend  and  every 
book,  from  every  ramble,  from  every  event  in  the  normal  course 
of  a  day’s  activities.  Lime  has  such  an  affinity  for  water  that  it 
will  completely  draw  all  the  moisture  out  of  a  given  amount  of 
air.  You  must  be  so  alive  mentally  and  have  such  an  affinity  for 
knowledge  that  you  will  draw  all  that  is  valuable  out  of  every 
day.  Leaders  everywhere  are  brainy  men.  The  men,  in  most 
cases,  who  have  made  valuable  permanent  contributions  to  the 
world’s  good  have  been  trained  men  who  were  mentally  alive. 

It  should  be  a  great  encouragement  to  boys  of  this  generation 
to  know  how  science  is  coming  to  the  rescue  of  the  ordinary  man 
and  boy.  Many  wise-sounding  books  have  been  written  to 
prove  that  certain  so-called  upper  classes  in  society  have  more 
or  less  a  monopoly  on  high  talent  and  special  ability,  but  it  has 
been  quite  conclusively  proved  by  the  studies  of  Lester  Ward, 
Alfred  Odin,  and  others  that  there  is  in  the  world  what  is  known 
as  universality  of  talent.  Exhaustive  studies  have  proved  that, 
where  equal  education  is  given,  just  as  many  geniuses  of  high 
talent  can  be  produced  from,  say,  ten  thousand  boys  from  the 
laboring  masses  or  the  small  trades  class  as  from  homes  of  cul¬ 
ture  or  wealth.  That  is,  human  nature  has  placed  in  each  ten 
thousand  boys  a  vast  amount  more  of  talent  and  ability  than  is 


INTELLECTUAL  TRAINING  PROGRAM 


7 


usually  developed,  and  the  number  of  men  of  high  talent  per 
hundred  thousand  can  be  greatly  increased  by  proper  inspira¬ 
tion  and  instruction.  Corot,  one  of  the  greatest  landscape 
artists  the  world  has  ever  seen,  was  brought  up  in  city  streets, 
his  father  was  a  clerk  in  a  drygoods  store,  his  mother  a  worker 
in  the  millinery  department  of  the  same  shop;  he  saw  very  little 
of  the  country  until  he  was  a  boy  in  his  teens.  Parents  and 
friends,  however,  when  it  was  discovered  that  he  had  artistic 
sense  and  ability,  lent  definite  encouragement  to  him;  so,  from 
a  most  surprising  quarter,  a  family  connected  with  the  lesser 
important  elements  of  trade,  sprang  one  of  the  world’s  greatest 
artists. 

These  remarkable  studies  have  shown  another  fallacy,  the 
correction  of  which  should  bring  great  encouragement  also  to 
ambitious  boys.  The  theory  used  to  be  that,  if  a  boy  possessed 
high  talent  or  genius,  the  very  power  of  his  endowment  would 
enable  him  to  force  his  way  up  through  all  difficulties  and  arrive 
at  the  stage  of  accomplishment  as  Abraham  Lincoln  did.  Odin’s 
work,  however,  has  proved  the  contrary;  for,  although  high 
talent  may  appear  in  almost  any  stage  of  society,  it  is  also  shown 
that,  except  in  rare  cases,  such  talent  needs  encouragement  and 
the  best  of  training.  There  were  sections  of  France  in  which  for 
centuries  not  a  man  of  genius  had  appeared,  and  it  was  supposed 
by  the  scholars  that  there  existed  something  in  the  blood  strain 
of  that  section  of  the  country  which  prevented  the  development 
of  men  of  high  brain  power.  Odin  went  back  over  the  records  of 
five  centuries  and  found  that,  just  as  soon  as  democratic  educa¬ 
tion  was  brought  to  sections  of  this  type,  after  a  generation  or 
two  just  as  many  men  of  rare  ability  came  out  of  these  localities 
as  from  those  around  Paris  and  the  other  favored  educational 
regions.  This  theory  of  the  universality  of  talent  is  well  estab¬ 
lished  and  it  will  doubtless  be  one  of  the  privileges  as  well  as  an 
accomplishment  of  this  Program  to  locate  such  boys  and  to  bring 
to  all  normal  boys  this  encouragement  about  men’s  undeveloped 
resources. 

Then,  too,  no  fair  student  of  the  New  Testament  can  fail  to 
note  the  intellectuality  of  Jesus.  He  was  broad-minded  in  every 
sense  of  the  term.  The  range  of  His  knowledge  was  great,  the 
quality  of  it  very  rare.  There  was  a  certain  remarkable  uni- 


8 


HANDBOOK  FOR  COMRADES 


versality  about  His  grasp  of  truth  and  a  penetrating  keenness 
about  His  understanding  that  made  it  possible  for  Him  to  see 
clearly  in  the  most  perplexing  situation  and  to  judge  rightly  in 
face  of  the  crucial  test-questions  set  for  Him  by  the  shrewdest 
scribes  and  lawyers  of  His  day.  His  replies  in  debate  were  like 
rapier  thrusts.  He  so  disarmed  His  antagonists  that  finally  “they 
durst  ask  Him  no  more  questions”  seeking  to  entrap  Him. 

The  Intellectual  Training  Program  and  Activities  offered  in 
the  Program  have  as  their  purpose  the  stimulating  of  every 
Comrade  to  larger  mental  growth.  Every  boy  should  be  thor¬ 
oughly  alive  to  the  value  of  health  education,  good  books,  prac¬ 
tical  talks,  woodcraft,  and  nature  study,  for  through  these  things 
we  develop  real  mental  power  and  understanding. 

I.  EDUCATION 

Twenty  dollars  a  week  is  better  than  ten,  or  fifty  dollars  better 
than  twenty-five,  especially  if  you  are  the  man  who  gets  it. 

Do  you  know  that  a  grammar  school  education  increases  a 
boy’s  or  a  man’s  earning  capacity  by  fifty  per  cent;  that  a  high 
school  education  adds  one  hundred  per  cent  to  his  earning  power, 
and  a  college  education  two  hundred  per  cent? 

Each  school  day  well  put  in  is  worth  more  than  sixteen  dollars 
to  a  boy  in  the  course  of  his  life.  Government  statistics  prove  it. 


Here  are  the  figures: 

Ten  Dollars  a  Day 

Average  yearly  income  of  high  school  educated  man  .  .  $i  ,500 
In  40  years  he  earns .  60,000 

A  day  laborer  or  uneducated  man  earns  $2.00  a  day. 

365  days  per  year,  minus  Sunday,  holidays,  etc.,  300 
days. 

Total  yearly  earnings .  600 

In  40  years  he  earns .  24,000 


$ 60,000  minus  $24,000  equals  $36,000 — difference  in  earnings  of 
educated  and  uneducated  man — value  of  an  education. 

To  get  this  requires  12  years  of  schooling,  9  months  per  year,  20 
days  per  month  or  2,160  days. 

$22,000  divided  by  2,160  days  equals  more  than  $16  — value 
of  each  day’s  schooling  and  training. 


INTELLECTUAL  TRAINING  PROGRAM 


9 


There  comes  to  every  boy  the  temptation  to  quit  school  and 
go  to  work.  When  such  notions  come,  go  slowly.  Don’t  decide 
too  soon.  Ask  a  number  of  men  who  have  been  through  the  mill. 
Look  over  the  above  figures  and  then  add  to  that  evidence  the 
fact  that  the  very  best  values  an  education  returns  to  a  fellow  are 
not  in  money  at  all,  but  in  one’s  ability  to  mingle  with  cultured, 
educated  folks,  to  read  intelligently  the  really  great  books,  to 
understand  the  best  in  art  and  music  and,  in  short,  to  live.  Ask 
the  man  without  an  education  if  he  thinks  he  did  the  right  thing 
by  “following  the  line  of  least  resistance.”  Talk  with  your 
best  boy  friends  and  see  what  they  are  going  to  do.  The 
whole  evidence  will  be  completely  in  favor  of  your  sticking  to 
school. 

James  Terry  White  says  that  even  a  college  course  is  not  an 
education,  but  only  the  beginning  of  one.  The  college  is  pri¬ 
marily  a  discipline,  a  mental  gymnasium,  but,  other  things  being 
equal,  a  college  man  as  a  business  man  will  outmatch  one  who 
has  not  received  that  mental  training.  The  ability  to  think 
clearly,  largely,  truly,  and  the  power  to  will  promptly,  firmly, 
and  with  intelligence  represent  an  enormous  return  from  any 
sort  of  extensive  education. 

School  and  college  are  worth  while.  The  boy  who  goes  directly 
into  business  at  the  age  of  fourteen  or  fifteen  is  handicapped  for 
life  unless  he  continues  his  education  while  he  works;  there  is  no 
doubt  about  that.  He  has  to  rely  very  largely  upon  the  schooling 
he  then  possesses  to  take  him  through  his  career.  It  is  only  in 
the  last  year  or  two  of  high  school  that  your  mind  begins  to  judge 
the  relative  values  of  things  and  to  balance  the  true  with  the 
false.  Each  of  these  years  is  worth  more  than  double  any  pre¬ 
vious  year  in  the  way  of  true  mental  development.  The  hours 
you  spend  in  hammering  away  at  home  at  some  subject  that 
seems  so  hard  to  get  will  be  worth  pure  gold  to  you  when  you 
come  to  grapple  with  the  monotonous  problems  sure  to  arise 
later  in  any  business  position  worth  occupying.  Many  a  fellow 
of  thirty  is  plugging  away  in  a  blind-alley  job,  poorly  paid,  with 
little  responsibility,  and  therefore,  little  opportunity,  who  says: 
“If  I  had  only  stayed  at  school  and  finished  my  , course,  things 
would  be  different.  I  could  have  gone  through  for  law  and  not 
be  stuck  here  forever.  I  could  at  least  have  taken  that  position 


10 


HANDBOOK  FOR  COMRADES 


up  ahead  but  they  gave  it  to  my  desk-mate  because  he  had  a 
better  education  and  could  handle  it.” 


EDUCATION . Total  Credits — 300 

REQUIRED  TEST — Maximum  of  Credits — 200 

1.  Show  that  your  school  attendance  is  normal — 100  credits. 

2.  Show  that  your  effort  is  fair  (20  credits),  good  (35  credits) 
excellent  (50  credits). 

3.  Show  that  your  scholarship  is  fair  (20  credits),  good  (35 
credits),  excellent  (50  credits). 

By  school  attendance  is  meant  either  formal  day  or  night  school, 
continuation  school,  correspondence  courses,  private  instruction, 
or  regular  apprenticeship  training. 


Elective  Tests — 20  credits  each  up  to  100 


First  Year’s  Choices 

1.  Participate  in  organized  school  or  other  athletics. 

organized  school  or  other  literary  society, 
organized  dramatics, 
military  organization, 
oratory  or  declamation,  school  or  elsewhere, 
school  welfare  activity,  High  School  Club, 


2. 

3- 

4- 

5- 
6. 


U 


etc. 

7-  “  11  welfare  activity  in  connection  with  Y.  M. 

C.  A.,  Settlement,  Club,  Grange,  or  through  welfare,  safety 
first,  or  similar  movements  at  place  of  employment. 

8.  Attend  an  educational  talk  or  discussion  or  read  a  book  on : 

a.  Why  Go  to  College?  or 

b.  Why  Should  the  Farm  Boy  Go  to  College?  or 

c.  How  can  the  Employed  Boy  Secure  the  Equivalent 

of  Higher  Education? 


Second  Year’s  Choices 

1.  Participate  in  organized  school  or  other  athletics. 

2-  “  “  organized  school  or  other  literary  society. 

3-  “  “  organized  dramatics. 

4-  “  “  military  organization. 

5-  “  oratory  or  declamation,  school  or  elsewhere 

6-  “  “  school  welfare  activity,  High  School  Club, 

etc. 


INTELLECTUAL  TRAINING  PROGRAM 


ii 


7.  Participate  in  welfare  activity  in  connection  with  Y.  M. 
C.  A.,  Settlement,  Club,  Grange,  or  through  welfare,  safety 
first,  or  similar  movements  at  place  of  employment. 

8.  Attend  an  educational  talk  or  a  discussion  or  read  a 
book  on: 

a.  National  Leaders  and  Education,  or 

b.  How  Country  Boys  through  Education  Become  Na¬ 

tional  Leaders,  or 

c.  Be  present  at  a  discussion  of  the  book,  “Poor  Boys  Who 

Became  Famous,”  by  Bolton. 


Third  Year’s  Choices 

1.  Participate  in  organized  school  or  other  athletics. 

2.  “  “  organized  school  or  other  literary  society. 

3.  “  “  organized  dramatics. 

4.  “  “  military  organization. 

5.  “  “  oratory  or  declamation,  school  or  elsewhere. 

6.  “  “  school  welfare  activity,  High  School  Club, 

etc. 

7.  “  .  “  welfare  activity  in  connection  with  Y.  M. 

C.  A.,  Settlement,  Club,  Grange,  or  through  welfare,  safety 
first,  or  similar  movements  at  place  of  employment. 

8.  Attend  an  educational  talk  or  a  discussion,  or  read  a 
book  on: 


a.  What  Is  the  Mind,  a  Storehouse  for  Facts  or  a 

Machine  with  Which  to  Think?  or 

b.  What  Sort  of  Education  Is  Needed  for  Scientific 

Farming?  or 

c.  Varieties  of  Vocational  Education  (adapted  to  the 

the  problems  of  youth). 


II.  SUPPLEMENTARY  TRAINING 

Every  boy  develops  some  special  interest  that  he  is  unable 
satisfactorily  to  cultivate  in  his  regular  course  or  in  his  regular 
job.  It  may  be  music  or  sign  painting  or  wireless  telegraphy  or 
salesmanship  or  public  speaking.  It  may  be  gardening  or  poultry 
raising.  It  may  be  the  raising  of  prize  rabbits  or  interest  in 
dramatics.  But  whatever  it  be,  put  it  at  once  on  a  basis  that 
will  cause  it  to  have  a  real  educational  value.  Every  older  boy 


12 


HANDBOOK  FOR  COMRADES 


should  see  to  it  that  a  part  of  his  recreation  is  clearly  purposeful, 
giving  him  some  training  in  some  specialized  line.  From  four  to 
five  years  of  each  normal  life  are  passed  in  doing  “not  much  of 
anything.”  Why  not  invest  that  time  in  supplementary  training 
of  a  constructive  sort? 

SUPPLEMENTARY  TRAINING . Total  Credits— ioo 

REQUIRED  TEXT — Maximum  of  Credits — 75 

Do  the  equivalent  of  twenty-five  hours’  study  a  year  in  some 
sort  of  supplemental  education,  such  as  music,  art,  mechanics 
drafting,  shorthand  or  bookkeeping,  salesmanship,  business  law, 
science,  and  public  speaking. 

Elective  Tests — 25  credits  (choose  one) 

1.  Do  each  year  at  least  one  hundred  hours  of  work  on  some 
job  that  has  a  distinctive  educational,  as  well  as  a  remunerative 
value,  to  you. 

2.  Give  evidence  that  your  hobby  interests  or  service  train¬ 
ing  activities  for  each  year  have  a  definite  supplemental  edu¬ 
cational  value. 


III.  HEALTH  EDUCATION 

Henry  Ward  Beecher  warns  us  that  in  our  eagerness  for  mental 
development  we  should  not  forget  to  take  proper  care  of  our 
bodily  health.  “Never  outrun  health,”  he  says.  “A  broken-down 
scholar  is  like  a  razor  without  a  handle.  The  finest  edge  on  the 
best  steel  is  beholden  to  the  services  of  the  homely  horn  or  pearl 
for  ability  to  be  useful.  Keep  an  account  with  your  brain.  Sleep, 
food,  air,  exercise,  and  play  are  your  best  friends.  Don’t  cheat 
them  or  cut  their  company.”  Many  a  man  pays  for  his  success 
with  a  slice  of  his  constitution,  but  such  things  are  usually  due 
to  ignorance. 

The  human  body  is  the  most  wonderful,  delicately  adjusted 
machine  in  the  world.  It  runs  best  when  it  is  thought  least 
about,  provided  it  is  run  under  normal  conditions.  If  it  is  taken 
care  of,  properly  fed,  housed,  exercised,  washed,  and  rested,  it 
will  perform  a  marvelous  amount  of  work. 

If,  on  the  other  hand,  these  simple  rules  ar6  persistently  dis¬ 
regarded,  trouble  results.  Some  men  drive  an  auto  for  months 


INTELLECTUAL  TRAINING  PROGRAM 


13 


with  no  appreciable  wear  and  tear  on  the  machine  and  with 
little  or  no  repairs,  while  other  men  constantly  have  their 
machines  in  the  shop  for  repairs.  One  observes  the  conditions 
under  which  the  machine  works  best,  the  other  entirely  disre¬ 
gards  these  conditions.  America  is  famous  for  having  her  busi¬ 
ness  men  “die  with  their  boots  on.”  Her  winter  resorts  are  full 
of  broken-down  business  men  at  forty,  all  because  these  men 
did  not  know  the  rules  of  the  human  machine  and  drove  igno¬ 
rantly  and  recklessly.  They  exceeded  the  “speed  limits”  and 
paid  no  attention  to  “lubrication”  or  to  their  “radiators.” 

The  tragedy  of  an  ambitious  soul  in  a  broken  body  is  well 
voiced  by  Horace  Mann  in  the  following  words:  “All  through 
the  life  of  the  pure-minded  but  feeble-bodied  man,  his  path  is 
lined  with  memory’s  gravestones,  which  mark  the  spots  where 
noble  enterprises  perished  for  lack  of  physical  vigor  to  embody 
them  in  deeds.” 

If  it  is  necessary  to  learn  the  rules  of  algebra  and  geometry 
and  the  laws  of  chemistry  and  physics,  it  is  also  necessary  to 
learn  the  rules  and  laws  of  health.  How  can  a  boy  be  educated 
if  he  knows  nothing  at  all  about  the  most  marvelous  machine  in 
the  world?  “Know  thyself”  certainly  has  a  physical  significance, 
as  well  as  a  spiritual  and  emotional  one. 

Then  there  is  a  deeper  reason  yet  why  you  should  know  and 
practice  health  education.  The  future  of  the  race  will  depend 
largely  on  the  physical  heritage  that  you  will  pass  on  to  it  through 
your  children  and  children’s  children.  Every  intelligent  boy 
should  be  tremendously  concerned  about  keeping  physically  fit 
for  the  sake  of  the  children  of  whom  he  is  to  be  the  father.  Every 
child  that  comes  into  the  world  has  the  right  to  be  well  born. 
When  a  boy  becomes  a  man  and  marries,  he  passes  on  to  his 
children  not  only  the  inheritance  of  health  and  strength 
which  he  has  acquired,  but  also  his  standards  and  mode  of 
living. 

If  a  Comrade  has  had  a  real  health  education  and  is  observing 
the  fundamental  laws  of  health,  in  all  probability  his  children 
will  establish  similar  habits  and  be  as  strong  and  healthy  as 
their  father.  This  privilege  of  being  a  partner  with  God  in  the 
creation  of  life  should  bring  to  all  of  us  a  realization  of  the 
sacredness  of  parenthood. 


HANDBOOK  FOR  COMRADES 


14 

Consecration  of  the  Affections 

While  a  Comrade  is  not  old  enough  to  be  thinking  much  about 
marriage,  he  should  have  the  ambition  to  own  some  day  a 
beautiful  home  and  be  surrounded  by  a  loving  family.  The  in¬ 
stinct  that  stimulates  his  imagination  to  picture  such  a  delightful 
future  is  known  as  the  sex  instinct  and  it  should  be  a  great  bless¬ 
ing  in  his  life.  Sometimes  it  is  not.  It  all  depends  on  how  it  is 
controlled.  In  a  well-trained  Comrade,  the  beauty  and  wonder 
of  it  all  arouse  a  tenderness  and  a  protective  instinct  toward  all 
women  and  girls.  We  are  inspired  with  a  reverence  for  mother¬ 
hood  and  we  begin  to  appreciate  the  sacredness  of  fatherhood. 

Harry  H.  Moore  in  his  splendid  book  entitled,  “Keeping  in 
Condition,”  says:  “The  sex  instinct  may  be  compared  with 
various  natural  phenomena.  Fire,  for  instance,  is  a  great  bless¬ 
ing  to  mankind.  It  warms  our  houses  and  cooks  our  food.  But 
if  it  gets  beyond  control,  it  may  cause  ruin.  It  is  a  fine  thing  to 
have  temper;  to  be  capable  of  becoming  angry.  It  adds  a  cer¬ 
tain  desirable  quality  to  the  courage  and  will-power  of  man,  but 
a  man  must  control  his  temper  or  it  may  some  day  control  him 
and  under  its  control  he  may  commit  an  act  he  may  ever  after 
regret.” 

For  most  boys  to  live  clean,  means  hard  fighting.  The  sex 
passion,  so  hot  and  fierce,  calls  forth  the  biggest  fight  of  a  life¬ 
time,  a  fight  in  secret  without  applause,  a  fight  requiring  will¬ 
power  and  persistence.  As  a  boy  wins  his  fight,  there  is  a  new 
force  that  brings  a  richer  and  more  abundant  life  with  a  greater 
capacity  for  love  and  physical  strength,  which  will  enable  him 
to  achieve  great  victories. 

This  instinct  must  be  controlled  and  directed  into  helpful 
activities.  The  boy  who  throws  himself  with  whole-hearted  en¬ 
thusiasm  into  team  games,  swimming,  athletics,  woodcraft,  his 
school  work,  public  speaking,  arts,  crafts,  and  hobbies,  music, 
church  and  Sunday  school  work,  gives  this  great  force  within  him 
a  chance  to  develop  him  into  the  highest  type  of  manhood. 

Sometimes  this  mighty  instinct  asserts  itself  so  strongly  that 
he  is  tempted  to  gratify  it  by  association  with  immoral  women 
and  girls.  The  boy  who  thus  gratifies  nature  debases  the  greatest 
gift  that  God  has  given  him,  the  capacity  to  love,  and  thus  he 
brings  himself  to  the  level  of  the  beast.  Sometimes  a  boy  con- 


INTELLECTUAL  TRAINING  PROGRAM 


15 


fuses  love  and  lust.  Each  is  centered  in  this  instinct.  The  trend 
of  one  is  upward  and  God-ward  and  the  other  savors  of  the 
animal  life. 

Comrades  should  regard  all  girls  as  future  mothers  of  the 
race  and  bow  in  reverence  before  their  self-sacrifice.  Many  a 
boy  has  been  inspired  to  great  achievements  by  a  wholesome, 
winsome  girl.  A  Comrade  will  treat  every  girl  as  he  expects 
other  fellows  to  treat  his  own  sister. 

There  is  considerable  information  that  every  Comrade  should 
have  regarding  these  great  facts  of  life  and  one  of  the  best 
methods  to  secure  this  information  is  to  have  your  father  or  the 
Leader  of  your  group  read  aloud  to  your  whole  group,  “Keeping 
in  Condition.”  Knowing  the  facts  that  are  revealed  in  this  book, 
a  Comrade  who  is  true  to  his  name  will  resolve  that  he  will  give 
his  future  wife  as  clean  a  life  as  he  expects  in  her.  Just  as  he 
believes  in  fair  play  and  despises  cheating  in  baseball  or  hockey, 
so,  as  a  matter  of  fair  play,  he  will  adopt  for  his  own  life  the  same 
standards  he  demands  in  the  girl  he  will  some  day  marry. 

“Happy  the  boy  or  man  who,  in  his  relationships  with  girlhood 
and  womanhood,  can  play  so  fair  and  be  so  fine  that  every  slight¬ 
est  contact  which  a  girl  has  with  his  life  fosters,  stabilizes,  and 
encourages  that  practical  idealism  on  which  she  can  build  con¬ 
fidence,  courage,  and  character.” 

HEALTH  EDUCATION . Total  Credits— 100 

REQUIRED  TEST— Maximum  of  Credits— 50 

1.  Read  such  a  book  each  year  as  “How  to  Live” — Fisher  and 
Fiske — 25. 

2.  Give  evidence  that  you  have  had  a  confidential  talk  with 
your  father  or  satisfactory  substitute  on  what  is  involved  in 
normal  sex  life — 25. 

Elective  Tests — 25  credits  each  up  to  50 

First  Year’s  Choices 

1.  Read  one  of  the  following  pamphlets: 

“Better  than  a  Fortune,”  Eugene  C.  Foster. 

“The  Nurse  and  the  Knight,”  Hervey  S.  McCowan. 

“Friend  or  Enemy,”  Dr.  Max  Exner. 


i6 


HANDBOOK  FOR  COMRADES 


2.  Attend  a  special  lecture  on  Sex  Life  Development  pro¬ 
vided  by  your  Leader  or  attend  two  group  meetings  when  one 
of  the  following  books  is  read  and  discussed: 

“Rational  Sex  Life  for  Men,”  Dr.  Max  Exner. 

“Reproduction  and  Sex  Hygiene,”  Winfield  S.  Hall. 

3.  Write  out  a  250-word  statement  of  the  special  health 
needs  of  the  boys  of  your  town  as  you  know  them. 

4.  Map  out  and  submit  a  plan  for  public  health  for  your 
town  or  city  and  defend  the  points  you  have  included  as  fun¬ 
damental. 

5.  Investigate  and  write  250  words  on  your  town  or  city 
water  supply,  telling  briefly  what  you  think  are  the  real  health 
conditions  involved. 

6.  Investigate  and  write  200  words  on  farm  or  factory  sani¬ 
tation  or  discuss  the  topic  for  the  benefit  of  your  group. 

7.  Describe  general  effect  of  tuberculosis,  how  it  is  com¬ 
monly  contracted  and  what  steps  may  be  taken  to  protect  one 
from  this  “White  Plague.”  (Written  report  may  be  accepted.) 
(If  you  are  an  employed  boy  and  wish  to,  you  may  substitute 
any  common  trade  disease.) 

8.  Attend  a  special  lecture  on  Sex  Life  Development  pro¬ 
vided  by  the  Leader ,  such  as  the  Government  “Physical  Fit¬ 
ness”  Exhibit,  or  attend  two  group  meetings  when  one  of  the 
following  books  or  its  equivalent  is  read: 

“From  Youth  into  Manhood,”  Winfield  S.  Hall. 

“Keeping  in  Condition,”  H.  H.  Moore. 

9.  Attend  an  educational  talk  or  a  discussion  or  read  a  book  on 
the  care  of  the  teeth  and  diseases  arising  from  carelessness. 

Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  Investigate  and  write  250  words  on  health  precautions 
and  safety  first  devices  employed  in  any  first-class,  large  busi¬ 
ness  house  or  industrial  plant. 

2.  Give  evidence  that  you  have  seen  the  “Physical  Fitness” 
charts  of  the  United  States  Public  Health  Service,  or 

Attend  a  special  lecture  on  Sex  Life  Development  pro¬ 
vided  by  your  Leader ,  or  attend  two  group  meetings  when  the 
following  book  or  its  equivalent  is  read : 

“Keeping  in  Condition,”  H.  H.  Moore. 


INTELLECTUAL  TRAINING  PROGRAM 


17 


3.  Attend  an  educational  talk  or  a  discussion  or  read  a  book 
on  the  ears,  eyes,  and  nose — their  care  and  common  affections. 

Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  Investigate  and  write  250  words  on  the  meat-packing  in¬ 
dustry,  dwelling  on  the  United  States  inspection  of  meat. 

2.  Name  eight  common  contagious  diseases  and  suggest 
three  rules  for  protecting  the  public  from  same. 

3.  Give  evidence  that  you  have  seen  the  “Physical  Fitness” 
charts  of  the  United  States  Public  Health  Service. 

IV.  READING  AND  PUBLIC  SPEAKING 

Somebody  has  said  that  a  good  book  is  better  than  a  good  man 
because  it  is  the  best  part  of  a  good  man!  Perhaps  that  is  an 
extreme  statement,  but  anyway,  a  good  book  is  splendidly  worth 
while.  And  what  of  a  book  that  isn’t  good?  Why,  it  isn’t  worth 
reading  at  all,  for  there  are  thousands  of  fine,  interesting,  and 
helpful  books  that  you  are  never  going  to  get  time  to  read,  and 
every  useless  book  you  waste  time  on  is  forcing  out  a  good  one. 

“Why  are  you  reading  that  book?”  asked  one  traveler  of  an¬ 
other. 

“Why,  why — why,  I  don’t  know,  sir — just  to  kill  time  and  to 
satisfy  my  curiosity,”  replied  the  reader,  with  a  confused  smile. 

“I  always  know  why  I  read  every  book  I  choose,”  replied  the 
speaker,  with  a  good-natured  smile.  “There  are  so  many  more 
first-class  ones  than  I’ll  ever  get  even  to  look  at,  that  it  always 
seems  a  shame  to  me  to  ‘kill  time’  with  a  worthless  book.  Read¬ 
ing  a  book  is  like  eating  an  apple  with  me.  I  want  one  that  is  just 
right  or  none  at  all  and  you  cannot  depend  on  appearances.” 

Just  as  you  are  glad  to  make  the  acquaintance  of  men  who  have 
achieved  in  every  realm  of  effort,  but  uninterested  in  knowing 
the  mediocre  men,  choose  your  book  acquaintances  with  the 
same  fine  discrimination.  Own  a  few  books  that  have  a  special 
message  in  them  for  you.  Re-read  what  is  best.  Have  a  large 
number  of  good  “bound  acquaintances,”  a  smaller  group  of 
“paper  friends,”  but  a  select  group  of  “book  pals.”  The  “pals” 
will  be  a  very  accurate  indication  of  where  you  are  going  and 
what  your  ideals  are. 


i8 


HANDBOOK  FOR  COMRADES 


Make  your  reading  cover  the  whole  field.  American  boys  need 
to  read  much  more  biography.  “Dry  stuff,”  you  say.  That’s 
because  you  don’t  know.  I  was  asking  a  friend  the  other  day  if 
he  had  ever  eaten  a  certain  Mexican  dish.  He  puckered  up  his 
face  and  replied.  ”No,  I  don’t  like  it.  What  is  it?” 

One  good  biography  is  worth  a  half-dozen  books  of  fiction. 
You  can  know  personally  many  of  the  great  lives  of  the  world 
through  reading  their  biographies.  Then  be  sure  to  have  a  taste 
of  the  best  history  and  a  few  books  on  travel,  and  some  choice 
volumes  of  poetry,  and  don’t  forget  the  science  books.  Read 
about  God’s  great  workshop  and  of  the  marvelous  things  He  has 
made  therein. 

Use  the  spare  moments,  on  the  street  car,  at  the  station,  while 
you  are  waiting  for  other  folk,  to  read.  Keep  a  list  of  what  you 
read.  I  know  a  very  keen  older  boy  who  keeps  two  lists — one, 
books  that,  he  is  going  to  read ;  the  other,  ones  that  he  has  read. 
I  am  amazed  at  the  things  he  finds  time  to  read.  He  is  getting 
ready  to  “be  somebody.”  Also  read  one  or  two  good  magazines 
with  as  much  regularity  as  possible,  and  add  to  that  a  first-class 
daily  paper. 

What  one  has  to  talk  about  will  largely  be  the  result  of  what 
he  reads.  “We  grow  by  what  we  feed  upon.”  It’s  pretty  hard 
to  talk  sense  when  one  reads  only  nonsense.  Every  intelligent 
boy  should  be  much  concerned  about  his  ability  to  express  him¬ 
self.  Of  course,  it  is  not  necessary  for  every  older  boy  to  become 
a  “spell-binder,”  but  it  is  necessary  for  him  to  have  the  ability  to 
express  himself  clearly,  concisely,  and  forcibly.  A  teacher  of 
public  speaking  once  asked  a  boy  what  the  three  laws  of  public 
speaking  were.  The  boy,  who  had  experienced  a  great  deal  of 
difficulty  in  saying  well  what  he  thought,  promptly  replied: 
“First  law,  practice;  second  law,  practice;  third  law,  practice.” 
He  had  mastered  the  subject.  There  is  not  a  single  profession  or 
line  of  work  in  which  public  speaking  is  not  an  essential  to  suc¬ 
cess.  Never  let  an  opportunity  go  by  to  get  on  your  feet  and 
express  your  opinion — provided  you  have  one  to  express.  It  is 
as  undesirable  to  talk  too  much  as  too  little.  However,  the  world 
invariably  listens  to  anyone  who  has  something  to  say  and  knows 
how  to  say  if . 


INTELLECTUAL  TRAINING  PROGRAM 


19 

READING  AND  PUBLIC  SPEAKING.  .Total  Credits— 100 

REQUIRED  TEST — Maximum  of  Credits — 50 

1.  Make  a  six-minute  speech  each  year  in  public  on  an  as¬ 
signed  topic. 

2.  Read  each  year  one  book  of 

a.  Fiction 

b.  Biography 

c.  History 

d.  Character  development 

e.  Science 

f.  Poetry 

g.  Drama 

(Selection  to  be  made  from  lists  offered  in  this  manual, 
Chapter  XVII) 

Elective  Tests — 10  credits  each  up  to  50 

First  Year’s  Choices 

1.  Recite  100  words  of  standard  poetry. 

2.  Engage  in  formal  school  or  class  debate. 

3.  Enter  oratorical  or  declamation  contest. 

4.  Read  one  newspaper  and  one  magazine  with  reasonable 
regularity  for  a  period  of  six  months. 

5.  List  and  describe  three  or  more  books  or  magazines  that 
deal  with  the  actual  work  in  which  you  are  employed,  or  the 
special  study  in  which  you  are  engaged. 

6.  Prepare  a  list  of  five  papers  or  magazines  which  every 
farm  home  should  have  and  tell  why. 

7.  Attend  an  educational '  talk  or  a  discussion,  or  read  a 
book  on:  How  to  Speak  Effectively  without  Notes. 

Second  Year’s  Choices — 10  credits  each  up  to  50 

1.  Recite  100  words  of  standard  poetry. 

2.  Engage  in  formal  debate. 

3.  Enter  oratorical  or  declamation  contest. 

4.  Preside  at  group  meeting  conducted  under  strict  parlia¬ 
mentary  order. 

5.  Read  one  newspaper  and  one  magazine  with  reasonable 
regularity  for  a  period  of  six  months. 

6.  Secure  from  your  State  Agricultural  College  their  bul¬ 
letins  on  any  agricultural  subject  in  which  you  may  be  inter- 


20 


HANDBOOK  FOR  COMRADES 


ested  and  read  at  least  fifty  pages  of  such  material,  reporting 
same  to  your  Leader. 

7.  Read  the  pamphlet,  “How  to  Hold  a  Job,”  Piner,  Associa¬ 
tion  Press,  10  cents — or  its  equivalent. 

8.  Attend  an  educational  talk  or  a  discussion,  or  read  a 
book  on:  What  Books  Shall  I  Read? 

Third  Year’s  Choices — 10  credits  each  up  to  50. 

1.  Represent  your  school,  group,  or  club  in  formal  debate. 

2.  Win  a  place  in  a  declamation  or  in  an  oratorical  contest. 

3.  Make  a  twenty-minute  address  in  public  on  any  subject, 
without  a  written  manuscript. 

4.  Preside  or  act  as  toastmaster  at  some  public  gathering, 
such  as  a  banquet,  athletic  meeting,  or  conference. 

5.  Read  one  newspaper  and  one  magazine  with  reasonable 
regularity  for  a  period  of  six  months. 

6.  Read  one  of  the  following  books,  or  its  equivalent  of 
the  same  type,  and  review  briefly  to  the  group: 

“A  Fight  for  Character,”  H.  C.  King. 

“Rational  Living,”  H.  C.  King. 

“The  Efficient  Life,”  L.  Gulick. 

“Success,”  O.  S.  Marden. 

“Making  Good,”  John  T.  Faris. 

“Increasing  Human  Efficiency,”  Scott. 

“Temptation  and  How  to  Meet  It,”  Sherwood  Eddy. 

“The  Quest  of  the  Best,”  W.  D.  Hyde. 

7.  Secure  from  your  State  Agricultural  College  all  their 
bulletins  on  any  agricultural  subjects  in  which  you  may  be 
interested,  such  as  corn-growing,  cattle-raising,  horticulture, 
and  fertilizing.  Read  at  least  100  pages  of  such  matter,  and 
report  to  your  Leader. 

8.  Secure  books  or  bulletins  from  Government  Bureau,  a 
technical  school  or  Department  of  State  University,  or  di¬ 
rectly  from  employer,  dealing  with  the  larger  phases  of  the 
business  or  industry  in  which  you  are  engaged.  Read  and 
make  notes  on  at  least  100  pages  and  report  to  your  Leader. 

9.  Attend  an  educational  talk  or  discussion,  or  read  a  book 
on:  Characteristics  of  the  Best  Public  Speakers. 


INTELLECTUAL  TRAINING  PROGRAM 


21 


V.  CURRENT  HISTORY,  TRIPS, 

AND  LECTURES 

We  are  living  in  the  greatest  decade  of  history — world  events 
are  happening  every  day.  Empires  are  being  reshaped ;  century- 
old  boundaries  are  being  re-located ;  the  national  life  of  races  and 
nations  is  being  adjusted  to  new  conditions.  The  nineteenth  cen¬ 
tury  made  the  world  a  neighborhood;  the  twentieth  century  is 
making  it  a  brotherhood.  We  are  living  in  an  age  of  marvelous 
machinery;  the  mysteries  of  science  are  being  understood.  Nat¬ 
ural  laws  are  being  harnessed  for  the  good  of  mankind.  Democ¬ 
racy  and  Christianity  are  winning  world  victories.  Current  his¬ 
tory  was  never  so  interesting  or  important.  The  World  War  has 
made  every  boy  in  America  a  world-citizen.  To  fill  that  place 
of  special  privilege,  every  American  boy,  as  never  before,  must 
be  alive  to  the  tremendous  forces  about  him.  Hastily  reading 
the  head  lines  of  a  daily  is  not  enough.  If  you  are  to  take  your 
place  in  the  big,  busy  world,  you  must  be  well  informed  not  only 
on  athletic  heroes  and  movie  stars  but  on  world  happenings.  A 
fine  high  school  leader  said  to  me  the  other  day:  “I  hate  to  go  to 
bed  for  fear  some  tremendous  thing  will  happen  in  the  world  and 
I’ll  be  asleep.”  That  is  the  proper  attitude. 

See  all  you  can  and  hear  all  you  can  as  well  as  read  all  you  can. 
First,  know  your  own  community,  its  advantages  and  disadvan¬ 
tages.  Know  your  local  products,  visit  your  public  buildings, 
shops,  and  factories.  Find  out  how  the  other  half  lives.  Take 
time  to  hear  as  many  of  the  visiting  speakers  as  possible.  Thou¬ 
sands  of  the  country’s  livest  business  men  give  their  lunch  hour, 
twice  to  three  times  a  week,  to  listening  to  someone  tell  of 
accomplishment  in  literature,  science,  or  art,  or  in  listening  to  a 
discussion  on  some  problem  of  human  welfare  or  on  some  new 
invention  or  proposed  plan  for  making  the  world  a  better  place 
in  which  to  live.  If  they  can  find  time  for  such  things,  so  can  you. 
Many  a  boy  says:  “Oh,  what’s  the  use?  It’s  too  much  trouble.” 
That  is  a  great  mistake. 

Deliberately  plan  for  yourself  little  trips.  It  matters  not  how 
you  go — afoot,  by  steam,  electricity,  gasoline,  or  water — but  go. 
Travel  has  always  been  an  eye-opener.  The  world  is  a  wonderful 
and  beautiful  place.  God  meant  you  to  see  it  and  enjoy  it  in 


22 


HANDBOOK  FOR  COMRADES 


reason.  What  you  see  and  hear  gives  you  material  to  think  about 
and  talk  about.  Remember  you  are  no  longer  a  provincial  indi¬ 
vidual  who  has  no  opportunity  to  know  of  the  whole  big  world. 
The  entire  universe  is  at  your  door.  Show  me  the  boy  who  has 
time  to  kill,  these  wonderful  days,  and  I  will  show  you  a  boy  who 
is  blind,  deaf,  and  dumb  to  opportunity  itself.  The  day  isn’t 
long  enough  to  go  or  do  or  see  even  a  small  part  of  what  you  may 
with  little  or  no  financial  outlay. 

CURRENT  HISTORY,  TRIPS,  AND  LECTURES 

Total  Credits — ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Give  satisfactory  evidence  to  your  group  that  you  are  well 
informed  on  current  events  of  note  in  the  past  sixty  days. 

Elective  Tests — 10  credits  each  up  to  50 
First  Year’s  Choices 

1.  Present  written  or  oral  current  event  report  at  group 
meetings  for  a  month. 

2.  Make  a  trip  to  some  factory,  dairy,  stock-farm,  labora¬ 
tory,  public  building,  or  art  museum,  not  previously  reported, 
and  write  or  report  verbally  in  200  words  on  your  impressions. 

3.  Travel  at  least  200  miles  in  the  preceding  twelve  months 
outside  your  home  community. 

4.  Drive  auto  or  motor  cycle  about  100  miles  and  make  all 
necessary  tire  changes  and  repairs.  Estimate  cost  of  mileage. 

5.  Briefly  outline  a  book  recently  read  on  any  practical 
theme,  such  as  farming,  dairying,  cattle-raising,  engineering, 
wireless,  and  aviation. 

6.  Attend  a  practical  talk,  not  previously  counted,  given  by 
some  one  competent  to  talk  on  exploration,  invention,  travel, 
science,  military  life,  etc.,  and  write  brief  outline  covering  main 
points  of  the  address. 

Second  Year’s  Choices — 10  credits  each  up  to  50 

1.  Present  written  or  oral  current  event  report  at  one  of 
your  regular  group  meetings  for  a  month,  covering  some  special 
subject — industrial,  educational,  inventive,  literary,  artis¬ 
tic,  etc. 


INTELLECTUAL  TRAINING  PROGRAM 


23 


2.  Make  a  visit  to  some  factory,  dairy,  stock-farm,  public 
building,  or  art  museum,  not  previously  reported,  and  write 
or  give  verbal  report  in  200  words  on  your  impressions. 

3.  Travel  200  miles  alone  on  one  trip. 

4.  Ride,  drive,  motor,  cruise,  or  walk  a  distance  of  100  miles, 
arranging  all  details  of  trip  yourself,  such  as  tickets,  checking 
baggage,  and  planning  for  meals. 

5.  Briefly  outline  book  recently  read  on  any  practical  theme, 
such  as  economic  farming,  dairying,  cattle-raising,  engineering, 
wireless,  or  aviation. 

6.  Attend  some  large  convention  and  take  careful  notes  on 
principal  speeches,  reporting  same  to  the  group. 

7.  Attend  a  practical  talk,  not  previously  counted,  given  by 
some  one  competent  to  speak  on  exploration,  invention,  travel, 
science,  or  soldiering,  and  write  brief  outline  of  the  main 
points  in  the  address. 

8.  Attend  a  lecture  by  some  labor  leader  or  other  student  of 
social  progress,  dealing  with  the  education  or  other  advance¬ 
ment  of  working  men  and  their  families. 

Third  Year’s  Choices — 10  credits  each  up  to  50 

1.  Read  to  the  group  the  most  striking  editorial  that  you 
have  seen  in  the  month,  and  tell  why  you  regard  it  as  such. 

2.  Offer  the  best  cartoon  you  have  seen  in  a  month,  and  tell 
why  it  is  especially  striking. 

3.  Make  a  visit  to  some  factory,  dairy,  stock-farm,  labora¬ 
tory,  public  building,  or  art  museum,  not  previously  reported, 
and  describe  what  you  saw  there. 

4.  Travel  200  miles  alone. 

5.  Ride,  drive,  motor,  cruise,  or  walk  a  distance  of  100  miles, 
arranging  all  details  of  trip  yourself,  such  as  tickets,  checking 
baggage,  and  planning  for  meals. 

6.  Attend  some  large  convention  or  conference  of  signifi¬ 
cance,  take  careful  notes,  and  report  important  items  to  the 
group. 

7.  Attend  a  practical  talk,  not  previously  counted,  given  by 
some  one  competent  to  speak  on  exploration,  invention, 
travel,  science,  or  soldiering,  and  write  a  brief  outline  of  the 
address. 


24 


HANDBOOK  FOR  COMRADES 


8.  Secure  a  satisfactory  speaker  to  make  an  address  to  a 
younger  group  of  boys  and  you  handle  all  details  as  to  public 
announcement,  securing  attendance,  and  conduct  of  pro¬ 
ceedings. 

VI.  ARTS,  CRAFTS,  AND  HOBBIES 

The  desire  to  make  something  is  instinctive.  Watch  a  group 
of  men  or  boys,  even  when  they  are  not  engaged  at  some  work. 
Some  will  be  making  rude  sketches,  others  will  be  whittling  or 
carving  a  bit  of  wood.  This  desire  to  create  is  one  of  the  things 
which  has  helped  to  elevate  the  race  from  barbarity  to  present 
day  civilization.  The  savage  made  rude  tools  and  implements 
which  formed  the  basis  for  development  into  the  splendid  things 
of  this  kind  we  have  today.  It  is  a  long  way  from  the  mud  hut 
to  the  modern  sky-scraper.  The  difference  is  a  matter  of  degree 
in  the  development  of  that  same  desire  to  construct. 

Cultivate  a  hobby;  for  example,  architecture,  etching,  en¬ 
graving,  coins,  photography,  the  microscope,  the  telescope, 
mineralogy,  music,  water  colors — anything  in  which  you  take  a 
natural  and  easy  interest.  Study  the  literature  of  the  subject. 
Begin  a  collection  of  samples  and  specimens.  Slowly  add  to  it 
without  extravagance.  Ride  the  hobby  so  well  that  you  can 
entertain  and  instruct  friends  an  hour  at  a  time,  telling  them  of 
your  experiments  or  collections. 

The  fact  that  this  desire  to  make  things  is  a  natural  one  gives 
it  a  place  in  any  program  of  complete  development.  It  is  a 
barometer  to  our  capacities  and  tendencies.  It  is  also  a  source  of 
pleasure.  Many  a  man  today  comes  home  from  the  office  or 
shop  and  goes  to  the  cellar  or  climbs  the  attic  stairs  and  spends 
hours  of  real  enjoyment  producing  some  work  for  the  mere  joy 
of  making  it.  Many  a  boy  spends  days,  perhaps  months,  in  con¬ 
structing  a  wireless  outfit,  a  telephone,  a  farm  tool,  a  piece  of 
machinery,  an  article  of  furniture,  a  piece  of  carving  or  burnt 
wood,  or  numberless  other  things.  This  should  be  fostered  and 
developed.  Great  inventions  have  come  in  this  way.  It  is  one  of 
the  most  natural  sources  of  pleasure  for  boys  of  any  age. 

Every  boy  likes  to  make  things  of  some  kind  or  other,  or  is 
interested  in  some  hobby.  It  may  be  different  from  the  things 
other  boys  make  or  do,  but  it  is  something,  the  pursuit  of  which 


INTELLECTUAL  TRAINING  PROGRAM 


25 


brings  him  real  pleasure.  Not  only  does  it  give  pleasure,  but  it 
also  increases  knowledge.  One  boy  builds  a  rabbit  hutch  and  in 
doing  so  learns  elementary  architecture.  Another  makes  a 
battery  and  enters  the  threshold  of  science.  Still  another  roams 
with  a  camera  and  enters  into  the  world  of  pictorial  art.  The 
thing  we  want  to  emphasize  is  that  every  boy  should  develop 
thsse  natural  tendencies,  for  by  doing  so  he  will  build  into  his 
life  capacities  for  usefulness  and  enjoyment  in  harmony  with 
natural  gifts.  Arts,  crafts,  and  hobbies  ought  to  result  in  many 
things  of  permanent  value.  Make  every  minute  even  of  fun  and 
recreation  have  more  than  a  passing  value. 

ARTS,  CRAFTS,  AND  HOBBIES . Total  Credits— 100 

REQUIRED  TEST — Maximum  of  Credits — 50 

Give  evidence  that  you  have  some  well-defined  hobby,  such  as 
photography,  nature  study  and  collection,  arts  and  crafts,  stock- 
raising  and  prize  chickens,  doves  and  rabbits,  or  that  you  are 
interested  in  wireless,  stamp  or  coin  collecting,  etc.,  and  talk  ten 
minutes  before  your  group  on  what  you  have  learned  from  your 
art,  craft,  or  hobby  that  is  valuable. 

Elective  Tests — 25  credits  each  up  to  50 
First  Year’s  Choices 

1.  Be  enrolled  in  manual  training  class  or  arts  and  crafts 
class  for  one  school  term  and  make  some  article  of  wood  work, 
leather  work,  basketry,  pottery,  bookbinding,  wood-carving  or 
art  printing,  lath  work  or  forging,  that  represents  six  hours 
of  work. 

2.  Assist  in  building  one  mile  of  fence. 

3.  Build  one  chicken  coop,  rabbit  hutch,  pigpen,  or  equiva¬ 
lent. 

4.  Give  evidence  of  having  successfully  performed  artistic 
or  handicraft  work  in  wood,  sheet  metal,  tool  making,  and  the 
like  at  place  of  employment,  part  time  school,  or  in  own  shop. 

5.  Disassemble,  or  clean  and  reassemble  repaired,  some 
piece  of  machinery,  same  consuming  six  hours  of  time.  This 
may  be  auto,  bicycle,  farm  machinery,  etc. 

6.  Attend  an  educational  talk  or  a  discussion,  or  read  a 
book  on:  The  Value  of  Hobbies. 


26 


HANDBOOK  FOR  COMRADES 


Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  Be  enrolled  in  manual  training  class  or  arts  and  crafts 
class  for  one  school  term  and  make  some  article  of  wood  work, 
leather  work,  basketry,  pottery,  bookbinding,  wood-carving, 
lath  work,  forging,  or  art  printing,  that  represents  an  original 
design  and  at  least  eight  hours  of  work. 

2.  Build  and  hang  three  gates  or  doors,  or  build  one  set  of 
steps,  or  put  in  sixty  cubic  feet  of  concrete  or  equivalent 
masonry. 

3.  Assist  in  building  one  garage  or  wagon  shed  or  sanitary 
toilet,  or  screen  in  veranda,  or  build  sleeping-porch  or  tent- 
house,  or  paint  or  varnish  500  square  feet  of  board  surface  or 
equivalent. 

4.  Select  a  hobby  connected  either  with  your  present  work 
or  some  other  line  in  which  you  are  interested,  and  investigate 
and  experiment  on  it  fully.  Electricity,  newspaper  work,  en¬ 
gineering,  or  industrial  design  are  practical  opportunities  in 
this  line. 

Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  Be  enrolled  in  manual  training  class  or  arts  and  crafts 
class  for  one  school  year  and  make  some  article  of  wood  work, 
leather  work,  basketry,  pottery,  bookbinding,  wood-carving, 
forging,  lath  work,  or  art  printing  that  represents  an  original 
design  and  at  least  ten  hours  of  work. 

2.  Take  one  full  year  of  mechanical  drawing  under  a  com¬ 
petent  teacher,  either  in  night  school,  day  school,  or  by  private 
instructor. 

3.  Design  and  draw,  listing  bill  of  materials  needed,  a  five- 
room  frame  house  or  its  equivalent. 

4.  Assist  in  installing  a  complete  water  or  lighting  system 
in  frame  house  or  equivalent. 

5.  Paint  one  medium-sized  house,  barn,  garage,  or  other 
building,  consisting  of  at  least  800  square  feet  of  surface. 

6.  Make  a  working  model  of  some  mechanical  device,  ship, 
machine,  silo,  sagless  gate,  engine,  or  accessory,  and  describe 
process  of  securing  U.  S.  patent. 

7.  Give  evidence  either  at  a  school  or  shop  that  you  can 
read  and  interpret  blue  prints. 


INTELLECTUAL  TRAINING  PROGRAM 


27 


VII.  WOODCRAFT  AND  NATURE  STUDY 

Woodcraft  was  the  earliest  science.  In  fact,  if  prehistoric  man 
had  not  become  a  wonderfully  adept  craftsman,  it  is  doubtful  if 
the  human  family  would  have  survived.  Woodcraft  is  the  art  of 
living  in  nature’s  garden  with  comfort  and  health,  using  such 
equipment  as  Mother  Nature  makes  possible  as  the  result  of 
ingenuity  and  resourcefulness.  As  mankind  has  become  more 
civilized  and  has  flocked  into  man-made  cities,  he  has  lost  much 
of  his  woodcraft.  In  fact,  the  average  city  boy  knows  nothing 
about  it,  save  what  he  has  read  in  enticing  books  of  the  out-of- 
doors.  The  most  interesting  place  in  all  the  world  is  the  great 
out-of-doors,  provided  you  will  teach  yourself  to  see  and  hear  all 
the  sights  and  sounds  that  are  there.  Have  you  ever  been  alone 
in  a  big  city — great  throngs  of  folks  passing  you  in  every  direc¬ 
tion — but  all  strangers  to  you?  How  desperately  lonesome  it  all 
is!  The  very  same  thing  happens  with  most  folks  when  they  go 
into  the  great  out-of-doors.  They  are  unacquainted  and  so  feel 
very  lonely.  Woodcraft  and  Nature  Study  are  to  introduce  you 
to  at  least  some  of  the  most  interesting  sights  and  sounds.  You 
should  surely  know  the  common  trees  and  the  common  flowers 
and  birds.  Even  the  insect  world  is  filled  with  exciting  scenes 
and  episodes. 

As  a  matter  of  fact,  man’s  big  job,  in  order  to  advance,  has 
been  to  overcome  and  utilize  nature.  He  has  had  to  fight  vermin 
and  weeds,  fell  trees,  and  destroy  insect  pests.  He  has  had  to 
guard  his  little  clearing  from  floods  and  forest  fire  and  snow 
slides.  He  has  had  to  domesticate  animals  and  cultivate  grains. 
He  has  had  to  make  implements  from  nature’s  material  and 
search  for  life-giving  roots  and  nuts  and  fruit  and,  by  so  doing,  he 
himself  has  become  a  keen,  well-developed,  intelligent  man  who 
can  take  care  of  himself. 

God  meant  that  man  should  live  a  great  deal  in  the  out-of- 
doors.  He  did  not  mean  that  we  should  live  out  our  lives  en¬ 
tirely  in  artificial  cities  or  become  so  engrossed  in  man-made 
amusement  that  we  could  not  find  time  to  know  Him  better  by 
getting  acquainted  with  His  handiwork.  The  Fountain  of  Per¬ 
petual  Youth  is  in  the  out-of-doors.  Have  you  ever  tasted  the 
exhilaration  of  a  long  tramp  through  woods  or  along  a  gushing 


28 


HANDBOOK  FOR  COMRADES 


stream?  Have  you  ever  sat  in  the  protecting  shade  of  a  great 
willow  and  let  your  line  dangle  purposelessly  in  the  water,  while 
you  breathed  the  woodsy  air  or  gazed  up  into  a  squirrel’s  neat  nest 
or  watched  an  eagle  float  in  the  blue  above  you,  or  perhaps  let 
your  mind  run  back  to  dwell  upon  the  loving  kindness  of  a  Father 
God  who  could  provide  such  a  world  for  His  children?  If  you 
haven’t,  you  have  missed  one  of  the  richest  experiences  of  all  life. 
Perhaps  these  suggested  tests  will  lead  you  to  do  just  that  very 
thing — become  an  intelligent  nature-lover.  Enlarge  your  circle 
of  friends  by  taking  in  a  goodly  number  of  nature’s  wild  things. 
Check  up  on  your  nature  knowledge  today  and  see  how  short  you 
are,  then  turn  to  your  tests  and  make  up  for  lost  time. 

WOODCRAFT  AND  NATURE  STUDY. .  .Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Take  one  year  of  schooling  in:  Botany,  Zoology,  or  Forestry,  or 
read  “Nature  Study  and  Life,”  by  Hodge,  or  its  equivalent. 

Elective  Tests — 10  credits  each  up  to  50 
First  Year’s  Choices 

1.  Attend  educational  talk  or  a  discussion,  or  read  a  book  on: 
The  Economic  Value  of  Our  Birds. 

2.  Observe  in  their  natural  haunts  twenty-five  birds  and 
write  brief  description  or  interesting  facts  about  each  of  them. 

3.  Build  and  hang  three  kinds  of  bird  boxes,  and  have  at 
least  one  accepted  for  nesting  place  by  birds. 

4.  Read  one  good  book  on  birds  for  your  section  of  the 
country,  selection  satisfactory  to  your  Leader. 

5.  Write  300  words  on: 

a.  The  Habits  of  the  Woodpecker,  or 

b.  The  English  Sparrow,  or 

c.  The  Hawk  Family,  or 

d.  The  Crow. 

Second  Year’s  Choices — 10  credits  each  up  to  50 

1 .  Attend  educational  talk  or  a  discussion,  or  read  a  book  on : 

a.  Trees,  their  Growth,  Protection,  and  Use,  or 

b.  Scientific  Management  of  the  Wood  Lot. 

2.  Collect  and  press  twenty-five  weeds  and  tell  how  to  ex¬ 
terminate  them,  or  equal  substitute. 


INTELLECTUAL  TRAINING  PROGRAM 


29 

3.  Collect  and  name  twenty  flourishing  shrubs,  either  na¬ 
tive,  cultivated,  or  both,  or  equal  substitute. 

4.  Describe  and  name  four  poison  plants  and  tell  remedy 
for  each  of  them,  or  equal  substitute. 

5.  Cultivate  six  varieties  of  flowers;  let  each  go  to  seed  and 
describe  carefully  seed  pod  and  method  of  dissemination. 

6.  Write  300  words  on: 

a.  Poison  Ivy,  or 

b.  Poison  Sumach,  or 

c.  Deadly  Toadstools,  or 

d.  Larkspur,  Monkshood,  or  Loco. 

Third  Year’s  Choices — 10  credits  each  up  to  50 

1.  Attend  educational  talk  or  discussion,  or  read  a  book  on: 

a.  Our  Insects — Friends  and  Foes,  or 

b.  Ten  Farm  Pests  and  How  to  Fight  Them. 

2.  Collect  twenty-five  butterflies,  moths,  beetles,  bugs,  or 
flies  and  tell  the  life-history  of  five  of  them. 

a.  Describe  habits  and  life-history  of  three  wild  bees. 

b.  Describe  habits  and  life  history  of  the  mosquito. 

c.  Describe  habits  and  life-history  of  ants  or  house-fly. 

d.  Describe  habits  and  life  history  of  grasshopper. 

3.  Collect  and  feed  to  the  pupating  stage,  five  caterpillars 
and  preserve  the  chrysalises  or  cocoons  until  they  emerge. 

4.  Search  for  moths,  collecting  at  least  three  pair,  naming 
them.  (See  Haward’s  Moth  Book  and  other  authority.) 

5.  Raise  two  hives  of  bees,  or  hive  one  wild  swarm,  or  locate 
a  bee  tree  in  the  woods  by  capturing  wild  bees  and  following 
them  upon  release. 

6.  Write  300  words  on: 

a.  The  Cotton  Weevil,  or 

b.  The  Fruit  Weevil,  or 

c.  The  Mud-dauber  Wasp,  or 

d.  The  House-fly. 

VIII.  PERSONALITY  ANALYSIS 

It  is  very  often  worth  while  to  take  time  out  of  our  busy  lives 
to  check  ourselves  up.  It  is  possible  for  us  to  be  so  busy  doing 
things  that  we  give  little  or  no  thought  to  the  motives  that 


30 


HANDBOOK  FOR  COMRADES 


prompt  us  to  do  these  things.  Our  attitudes  in  life  are  quite  as 
important  as  our  activities.  One  lies  in  the  realm  of  the  ab¬ 
stract,  while  the  other  has  to  do  with  the  concrete. 

The  tests  required  in  the  Intellectual  Training  Program  have 
no  real  value,  after  all,  in  themselves  unless  they  result  in  a 
growing  executive  ability,  in  quickened  and  deepened  thought 
processes,  in  better -judgment,  in  more  initiative,  and  a  larger 
resourcefulness.  Remember  you  are  training  for  leadership, 
therefore  all  activities  are  but  a  means  to  an  end.  Leadership  is 
clearly  related  to  personality.  Unless  your  personality  is  im¬ 
proving,  unless  you  are  rounding  out  into  a  fuller  development, 
something  is  wrong.  The  Personality  Analysis  is  divided  into  its 
intellectual,  physical,  spiritual,  and  service  qualities,  each  being 
considered  in  its  proper  place,  but  united  they  make  an  intimate 
picture  of  you. 

It  will  pay  each  Comrade  to  give  this  part  of  his  training  con¬ 
siderable  thought  and  study.  What  You  Are  to  Be  You  Are  Now 
Becoming.  Are  you  daily  becoming  a  more  perfectly  developed 
boy? 

Following  is  a  suggestive  test.  Check  up  on  it  each  year  at 
the  time  of  your  annual  charting. 

PERSONALITY  ANALYSIS . Total  Credits—  ioo 

REQUIRED  TEST— 

1.  Be  awarded  a  maximum  of  50  credits  for  right  attitude 
toward  securing  for  yourself  a  broad  intellectual  development. 

2.  Be  awarded  a  maximum  of  50  credits  for  the  following 
intellectual  personality  analysis: 

To  what  extent  have  you  developed  in: 

a.  Executive  ability. 

b.  Power  of  concentrated  attention. 

c.  Good  judgment. 

d.  Initiative. 

e.  Resourcefulness. 

Note.  10  credits  each  allowed  for  excellent  development, 
7  for  good,  and  3  for  fair. 


CHAPTER  III 

THE  PHYSICAL  TRAINING  PROGRAM 
AND  ACTIVITIES 

“Jesus  advanced  in  .  .  .  stature ” — Luke,  2:52. 

“Thou  shalt  love  the  Lord ,  thy  God  .  .  .  with  all  thy  strength” — 

Luke  10:2 7. 

Young  manhood  is  the  time  of  greatest  physical  energy  and 
health.  The  glory  of  young  men  is  their  strength.  Physical 
health  is  a  mental  and  moral  asset.  Muscle  culture  develops 
brain  centers  as  nothing  else  will.  Youth  is  the  time  to  be  hearty 
and  rugged,  free  and  open  in  manners,  to  be  possessed  with  a 
desire  to  excel  in  all  that  one  undertakes  to  do — to  be  happy  and 
joyous  and  glad  that  one  is  alive  in  a  world  in  which  there  is  much 
work  to  be  done.  Physical  action  is  the  natural  expression  of 
health.  It  is  a  fine  thing  to  be  interested  in  all  forms  of  exercise 
which  will  result  in  a  ruddy  cheek,  a  clear  eye,  a  smooth  com¬ 
plexion,  and  a  strong  masculine  voice.  All  sorts  of  athletics  and 
games  have  an  undoubted  and  important  place  in  furnishing 
healthful  exercise  and  in  providing  a  wholesome  outlet  for  the 
full,  free  energy  of  youth. 

Older  boys  who  enjoy  all  kinds  of  outdoor  life,  who  delight  in 
competition  which  involves  victory  and  fatigue,  who  take 
pleasure  in  all  movements  which  call  for  rhythm  and  vigor,  sel¬ 
dom  are  victims  of  habits  of  which  they  need  feel  ashamed. 

Enough  has  been  said  to  show  that  we  have  no  right  to  despise 
the  body.  It  has  its  rightful  and  important  place  as  one  of  the 
four  phases  of  our  nature.  If  we  set  as  our  final  goal  the  mental 
and  moral  gains  which  we  may  achieve  through  good  health  and 
well  developed  muscles  we  shall  reap  a  double  reward  for  our 
efforts. 

Many  older  boys  who  desire  to  be  clean  and  straight  morally 
are  failing  to  make  good  because  they  have  neglected  to  reckon 
with  their  physical  life  as  a  vitally  important  factor  in  good 
morals.  The  Creator  never  intended  that  we  should  try  to  carry 
on  our  morals  that  which  we  should  carry  on  strong,  firm  muscles. 
Good  health  is  a  great  mainstay  to  our  mental,  moral,  and 


32 


HANDBOOK  FOR  COMRADES 


physical  life  and  upon  it  we  depend  largely  for  our  ability  to 
serve  our  fellowmen. 

“Jesus  advanced  in  stature,”  is  the  only  direct  word  we  have 
about  the  physical  development  of  the  Master — but  we  cannot 
think  of  Him  in  terms  other  than  of  One  with  a  splendid  physique. 
We  may  infer  from  the  type  of  hill  country  in  which  He  spent 
His  boyhood  and  from  the  trade  He  learned  and  mastered  that 
He  was  more  than  ordinarily  well  developed  physically. 

Jesus  lived  constantly  in  the  open  air.  He  made  long,  tiresome 
journeys  on  foot.  He  was  able  to  endure  both  physical  and  men¬ 
tal  strain  under  which  most  men  would  have  quickly  broken 
down.  Jesus’s  remarkable  courage  is  best  accounted  for  by  the 
belief  that  He  possessed  an  exceptional  physique.  A  weak  man 
may  show  a  measure  of  courage  under  the  stress  of  some  special 
circumstances,  but  in  order  to  face  powerful  enemies  openly  for 
a  period  of  a  year  or  eighteen  months,  as  Jesus  did,  would  require 
more  than  ordinary  physical  powers. 

He  also  recognized  the  place  of  the  body  in  His  work  and  teach¬ 
ing.  He  cared  for  it,  healed  it,  cured  it  of  its  diseases,  relieved  its 
sufferings,  and  provided  for  its  needs,  as  in  feeding  the  multi¬ 
tudes.  In  His  teaching  He  gave  it  its  proper  place,  recognizing 
its  functions  and  needs  in  food  and  clothing. 

“The  life,”  He  pointed  out,  “is  more  than  the  food,  and  the 
body  than  the  raiment.”  The  physical  is  important  because  of 
its  spiritual  relationships.  The  spiritual  life  is  not  limited  to  one 
part  of  the  man,  but  is  the  whole  of  man,  is  all  sides  of  his  nature 
in  relation  to  God.  “Thou  shalt  love  the  Lord  thy  God  with  all 
thy  strength,”  that  is,  with  all  thy  physical  powers.  To  be 
spiritual,  therefore,  on  the  physical  side  is  to  conform  to  God’s 
laws  for  the  body;  the  physical  life  has  a  spiritual  significance; 
it,  too,  is  God’s. 

The  following  Physical  Training  Program  has  been  carefully 
put  together.  If  followed,  it  will  go  a  long  way  toward  bringing 
about  a  sound,  healthy,  physical  body  such  as  the  Christ  built 
for  Himself. 

I.  HEALTH  HABITS 

Habit  plays  a  very  large  part  in  our  ordinary  daily  routine. 
We  automatically  reduce  many  commonplace  things  to  habit. 


PHYSICAL  TRAINING  PROGRAM 


33 


That  is,  we  do  them  so  often  and  with  so  little  thought  that  they 
become  habits  before  we  know  it.  Most  habits  are  easy  to  make 
and  good  habits  are  just  as  quickly  formed  as  bad  ones.  When 
once  formed,  habits  are  very  difficult  to  get  rid  of,  whether  they 
are  good  or  bad.  The  sort  of  habits  we  allow  to  form  pretty 
largely  determine  what  sort  of  men  we  are  to  be.  It  is  a  fine 
thing  to  have  all  your  habits  fighting  for  you  instead  of  against 
you.  It  is  a  great  thing  when  your  habits  are  constantly  building 
you  up  instead  of  continually  pulling  you  down.  Now  a  habit  is 
a  continual  source  of  action  which  by  repetition  becomes  easy. 
As  some  one  has  so  well  said,  “If  we  take  care  to  form  good  habits 
the  first  twenty  years  of  our  lives,  our  habits  will  take  good  care 
of  us  the  last  twenty  years  of  our  lives.” 

It  is  of  the  greatest  importance  that  every  boy  form  positive 
health  habits.  His  entire  life,  family,  and  career  depend  upon  it. 
Most  sickness  is  not  necessary.  It  is  the  result  of  bad  habits. 
There  are  more  than  a  thousand  useless  deaths  a  day  in  the 
United  States  alone — due  largely  to  careless  living  and  the  break¬ 
ing  constantly  of  natural  physical  laws. 

Make  it  a  habit  of  your  life  to  get  proper  sleep  and  rest;  make 
it  a  habit  of  your  life  to  sleep  alone,  if  possible,  and  always  with 
a  generous  amount  of  fresh  air.  Fresh  air  never  killed  anyone. 

Make  it  a  habit  of  your  life  to  drink  quantities  of  pure  water. 
It  is  God’s  cleansing  liquid.  Use  it  freely  inside  and  out.  Most 
of  us  use  it  far  too  sparingly.  Make  the  cleaning  of  your  teeth, 
twice  daily,  a  habit.  Form  the  habit  of  regular  daily  exercise. 
If  you  cannot  enter  strenuous  play  or  cannot  walk  or  run  or  have 
no  place  for  your  own  calisthenics,  do  like  the  cat — stretch  often 
and  intensely  in  the  fresh  air. 

Your  bowels  can  be  educated.  They  can  and  will,  if  given 
attention,  form  the  habit  of  performing  regularly  almost  to  a 
definite  hour.  Constipation  is  the  great  American  disease  and  is 
due  largely  to  carelessness  and  procrastination.  From  it  spring 
hundreds  of  evils  that  harass  later  life. 

Posture  is  a  matter  of  habit.  Groom  yourself  well.  Remove 
the  “mourning”  from  under  your  finger-nails.  Keep  your  hair 
cut,  and  your  shoes  shined,  and  avoid  a  dirty  body. 

Your  thoughts  have  a  very  direct  effect  on  your  health.  “As  a 
man  thinketh  in  his  heart,  so  is  he.”  “Whatsoever  things  are 


34 


HANDBOOK  FOR  COMRADES 


true,  whatsoever  things  are  honest  .  .  .  whatsoever  things  are 

pure  .  .  .  whatsoever  things  are  of  good  report  .  .  .  think 

on  these  things.”  For  *  the  habit  of  clean  thoughts,  clean  speech, 
and  clean  sports.  I  received  a  letter  of  recommendation  the  other 
day  concerning  an  applicant  for  a  certain  position  which  read  as 
follows:  “He  is  clean  inside  and  out  and  his  habits  are  right.” 
He  got  the  job. 

HEALTH  HABITS. . Total  Credits— 200 

REQUIRED  TEST— Maximum  of  Credits— 160 

Give  evidence  that  eight  of  the  following  are  habits  of  your  daily 
life — 20  credits  each. 

“Get  the  Habit” 

1.  Fixed  hour  for  rising  and  retiring. 

2.  Drinking  one  glass  of  water  upon  rising. 

3.  Cleansing  teeth  at  least  once  a  day. 

4.  Regular  daily  physical  exercise. 

5.  Bathing  thoroughly  at  least  twice  a  week. 

6.  Daily  bowel  movement  at  regular  hour. 

7.  Proper  posture — standing  and  sitting. 

8.  Evidence  of  care  in  personal  appearance;  such  as  combing 
hair,  cleaning  nails,  and  washing  thoroughly.  Avoid  dirty  linen. 
Shine  shoes. 

9.  Being  temperate  in  sweets,  sodas,  and  ice  cream. 

10.  Abstaining  from  tobacco  in  any  form. 

Elective  Tests — 20  credits  each  up  to  40 

1.  Attend  each  year  an  educational  talk  or  discussion,  or 
read  a  book  covering  the  importance  of  clean  living  in  building 
a  successful  life. 

2.  Sign  the  following  agreement  each  year: 

“I  hereby  purpose  to  throw  my  weight,  whether  it  be  an 
ounce  or  a  ton,  in  favor  of  Clean  Speech,  Clean  Living, 
and  Clean  Sports,  and  will  help  to  promote  such  a  cam¬ 
paign  among  my  fellows.” 

II.  CAM  PC  RAFT 

A  soldier,  some  time  ago  returned  from  overseas,  was  talking 
about  his  experiences,  when  he  said:  “I  have  always  been  very 
much  interested  in  the  way  that  the  different  boys  took  care  of 


PHYSICAL  TRAINING  PROGRAM 


35 


themselves.  When  we’d  move  into  new  billets,  or,  sometimes, 
stop  for  the  night  with  the  twinkling  lights  of  heaven  above  us, 
I  noticed  how  easily  some  of  the  boys  ma  !'*  themselves  comfort¬ 
able.  Others  never  seemed  to  be  able  qyickly  to  size  up  an  old 
building  or  a  bit  of  ground  nor  fix  up  a  warm  and  comfortable 
bivouac.  I  have  been  thankful  many  and  many  times  for  the 
camping  experiences  that  I  enjoyed  with  the  bunch  of  us  who 
paddled  day  by  day  among  the  islands  and  camped  by  night 
among  the  rocks  and  pines  of  the  lake.” 

To  have  a  working  knowledge  of  campcraft  is  an  excellent 
attainment.  Every  red-blooded  boy  likes  to  “rough  it.”  Yet  if 
you  know  how  to  do  it,  you  can  be  as  comfortable  as  in  the  best 
hotel.  Nothing  will  help  to  make  you  resourceful  and  as  “hard 
as  nails”  like  pitching  and  striking  camp,  with  Nature  close  at 
hand  as  your  assistant.  It  is  a  time  when  the  boy  who  knows 
how  to  camp  in  comfort  is  a  real  asset  to  the  group.  It  is  a  time 
when  the  spirit  of  “help  the  other  fellow”  has  a  great  chance  for 
expression,  as  the  boys  in  your  group  spend  the  nights  around  the 
fire  among  the  noises  and  silences  of  Mother  Nature. 

It  surely  is  a  great  experience  to  have  the  sun-touched  drip  and 
flash  of  the  paddle  or  the  breeze-blown  odors  of  the  long  trail  in 
your  memory  as  you  stop  in  the  evening  at  some  grassy,  tree- 
sheltered  camp-site.  It’s  great  to  see  the  fellows  put  up  the  tent 
among  the  trees  while  you  rustle  some  balsam  boughs  and  spread 
the  blankets  on  them.  My,  but  those  beds  will  feel  good!  It’s 
great  to  hear  the  crackle  of  the  first  small  bits  of  wood  taken 
hold  of  by  the  fire,  with  the  smoke,  a  hazy  slate  color,  drifting  up 
through  the  trees  as  one  of  the  bunch  works  his  hatchet  on  the 
dry,  splintery  boughs;  when  the  call  to  “eats”  is  heard,  to  dish 
for  yourself  a  plate  of  beans  steaming  in  the  cool  air,  a  few  strips 
of  crisp  bacon,  toasted  brown  by  the  open  fire  with  that  smoky 
tang  that  only  camp-fire  food  can  claim,  and  steaming  coffee, 
with  the  other  good  things  that  the  cook  in  the  crowd  prepares 
ready  for  a  hungry  group;  to  tell  those  jokes  that  the  fellows 
know  around  the  blazing  camp  fire  at  dark  or  hear  the  story  of 
the  early  days  that  the  Leader  recounts;  or,  perhaps,  just  to  sit 
quiet  for  a  while  watching  the  fire-figures  in  the  center  of  a 
happy  circle  and  hear  nightly  the  voices  of  Nature  that  surround 
you.  What  experience  can  beat  that  of  camping  for  a  group  of 


36 


HANDBOOK  FOR  COMRADES 


real  live  boys — that  is,  when  you  understand  camping  in  com¬ 
fort — campcraft! 

CAMPCRAFT . Total  Credits — ioo 

REQUIRED  TEST— Maximum  Credits— 50 

Take  at  least  one  week-end  hike  into  the  country,  staying  all 
night,  cooking  acceptably  on  your  own  camp  fire  any  three  dishes 
you  may  choose,  such  as  meat,  potatoes,  flapjacks,  biscuit,  cocoa, 
eggs,  soup,  game. 

Elective  Tests 

First  Year’s  Choices — 10  credits  each  up  to  50 

1.  Sleep  in  open  air,  on  sleeping- porch,  under  canvas,  or  in 
a  shanty  in  the  woods,  twelve  or  more  nights  in  a  given  year. 
Plan  the  food  for  a  party  of  four  or  more  and  supervise  the 
cooking  of  at  least  one  meal  a  day  for  the  twelve  days. 

2.  Go  on  a  two  weeks’  stay  in  any  well-organized,  private, 
Y.  M.  C.  A.,  Boy  Scout,  Sunday  school,  or  other  sort  of  camp, 
enter  into  the  activity  of  same,  and  accept  responsibility  for 
some  specific  piece  of  service  to  the  camp. 

3.  Go  on  four  week-end  or  other  short  camping  trips,  doing 
your  share  of  cooking,  camp  sanitation,  and  care  of  boats  and 
tents. 

4.  Take  a  two  weeks’  cruise  under  satisfactory  auspices, 
doing  your  share  of  work  and  cooking. 

5.  Identify  and  collect  ten  wild  fruits,  berries,  roots,  or 
tender  shoots  that  are  good  for  food  and  give  authority. 

6.  Identify  and  collect  ten  different  kinds  of  leaves,  roots, 
or  bark  that  have  medicinal  properties  and  tell  how  to  use  each. 
Give  authority. 

7.  Produce  at  least  ten  pounds  of  camp  food — fish,  fruit, 
nuts,  or  game — and  prepare  same  for  the  table. 

8.  Attend  educational  talk  or  discussion,  or  read  a  book  on 
Backwoods  Surgery  and  Remedies. 

Second  Year’s  Choices — 10  credits  each  up  to  50 

I.  Sleep  in  the  open  air,  on  sleeping-porch,  under  canvas,  or 
in  shanty  in  woods,  fifteen  or  more  nights  in  a  given  year.  Plan 


PHYSICAL  TRAINING  PROGRAM 


37 

the  food  and  personal  effects  for  a  party  of  six  and  supervise 
the  cooking  of  at  least  one  meal  a  day  for  eight  days. 

2.  First  investigate,  then  write  out  a  500-word  statement 
describing  an  actual  camping  site  near  your  home  town  for 
week-end  working  boys’  camps,  with  statement  of  expense,  in¬ 
cluding  carfare,  food,  and  incidentals  for  each  boy,  on  basis  of 
party  of  ten. 

3.  Go  on  a  two  weeks’  stay  in  any  well-organized  Sunday 
school,  Y.  M.  C.  A.,  Boy  Scout,  or  private  camp  and  take 
responsibility  for  some  phase  of  the  camp  program  while  there. 

4.  Take  a  two  weeks’  cruise  or  gypsy  trip  under  above  con¬ 
ditions. 

5.  Spend  a  period  in  a  train'ng  camp  for  boys,  sharing  the 
whole  program. 

6.  Know  sixteen  camp  recipes,  and  how  to  prepare  success¬ 
fully  each  article  of  food  for  a  party  of  eight  to  twelve. 

7.  Be  able  to  plank  a  fish  by  the  open  fire. 

8.  Roast  corn  Indian  style,  in  clay  or  wet  leaves. 

9.  Build  and  operate  an  Indian  fireless  cooker,  cooking  fresh 
vegetables,  fish,  or  fowl  satisfactorily. 

10.  Bake  in  the  ground  satisfactorily  one  quart  of  beans. 

11.  Attend  educational  talk  or  demonstration  on: 

Tents  and  Tenting  (how  to  pitch,  ditch,  furnish,  and 
care  for  tentage). 

Third  Year’s  Choices — 5  credits  each  up  to  50 

1.  Sleep  in  open  air,  on  sleeping-porch,  under  canvas,  or  in  a 
shanty  in  the  woods,  fifteen  or  more  nights  in  a  given  year. 

.  2.  Plan  the  food  and  personal  effects  for  a  party  of  six,  super¬ 

vising  the  cooking  of  at  least  one  meal  a  day  for  ten  days  or  its 
equivalent.  v 

3.  Go  on  a  two  weeks’  stay  in  any  well-organized  Sunday 
school,  Y.  M.  C.  A.,  Boy  Scout,  or  private  boys’  camp  and 
take  responsibility  for  some  phase  of  the  camp  program  or  its 
equivalent. 

4.  Take  a  two  weeks’  cruise  or  gypsy  trip  under  above  con¬ 
ditions. 

5.  Spend  a  period  in  a  training  camp,  sharing  the  whole  pro¬ 
gram. 


38 


HANDBOOK  FOR  COMRADES 


6.  Know  sixteen  camp  cooking  recipes  and  how  successfully 
to  prepare  each  article  of  food  for  a  party  of  eight  to  twelve,  or 
read  Horace  Kephart’s  “Camp  Cookery.” 

7.  Be  able  to  plank  a  fish  by  the  open  fire. 

8.  Roast  corn  Indian  style,  in  clay  or  wet  leaves. 

9.  Build  and  operate  an  Indian  fireless  cooker,  cooking  fresh 
vegetables,  fish,  or  fowl  satisfactorily. 

10.  Bake  in  the  ground  satisfactorily  one  quart  of  beans. 

11.  Attend  educational  talk  or  discussion,  or  read  a  book  on: 
Secrets  of  the  Woods,  covering  such  topics  as: 

How  to  Follow  Trails. 

How  to  Study  Wild  Things. 

How  to  Anticipate  the  Weather. 

How  to  Find  Water. 

How  to  Find  your  Way  when  Lost. 

Signals. 

Camp  Etiquette. 

.  \ 

12.  Help  a  Leader  in  the  conduct  of  four  week-end  camps  for 
younger  or  employed  boys,  aiding  in  cooking,  discipline, 
health,  and  safety  of  group. 

III.  TEAM  GAMES 

Many  a  man  who  has  reached  the  heights  of  world  fame  has 
explained  his  success  by  saying  that  as  a  boy  he  learned  to  “play 
the  game.”  The  boy  who  has  missed  the  training  that  comes 
from  team  games  “hard  fought  and  fair  won”  goes  into  life  handi¬ 
capped.  Some  one  has  well  said  that  the  football  at  Rugby  and 
the  regatta  at  Eton,  bowling  at  Harrow  and  cricket  at  Westmin¬ 
ster,  succeeded  by  all  those  invigorating  exercises  in  constant 
practice  at  Oxford  and  Cambridge,  give  to  England  the  most  ele¬ 
gant  and  able-bodied  scholars  in  the  world. 

Every  American  boy  should  be  encouraged  to  enter  team 
games.  It  is  here,  perhaps  as  nowhere  else,  that  he  learns  to 
think  and  decide  quickly,  to  make  muscles  respond  to  will,  to 
depend  upon  self  in  emergency.  It  is  here  that  he  learns  self- 
control  and  unselfishness  and,  best  of  all,  learns  how  to  play  the 
team  game.  No  man  can  be  a  success  in  the  large  sense  of  the 


PHYSICAL  TRAINING  PROGRAM 


39 


word  who  does  not  master  these  fine  points  in  living.  The  man 
who,  out  in  the  world  in  later  life,  plays  the  game  clean  and 
strong  and  to  the  finish  was  the  boy  that  did  the  same  thing  back 
on  the  gym  floor  or  the  gridiron  or  the  athletic  field. 

“There  used  to  be  a  player  on  the  second  team  of  a  certain 
college  that  was  quick  as  lightning,  a  lover  of  the  game,  and  a 
great  ground  gainer.  But  let  it  happen  that  this  player  got 
thrown  hard  at  the  start  of  the  game  or  accidentally  hit  in  any 
way,  he  would  begin  to  fight.  Week  after  week  this  player  who 
might  have  proven  a  tower  of  strength  to  his  college  team  was 
ruled  out.  He  would  not  play  the  game.” 

Life  is  the'  greatest  team  game  there  is,  and  every  game  of 
baseball  or  football  or  hockey  is  but  a  practice  game  for  the 
championship  series,  with  actual  achievement  as  a  prize.  The 
World  War  was  won  only  after  the  Allies  played  a  team  game. 
In  every  normal  home  mother  and  father  are  playing  a  team  game 
often  against  great  odds  for  the  sake  "of  the  children.  Yes,  get 
into  the  game.  Play  it  for  all  you  are  worth  not  for  your  own 
sake  but  for  the  sake  of  the  team. 

TEAM  GAMES . Total  Credits — ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Show  reasonable  proficiency  in  at  least  four  team  games,  such 
as,  baseball,  football,  hockey,  basket  ball,  volley  ball,  and  soccer, 
participate  during  the  year  in  at  least  twelve  team  games,  showing 
self-control,  gentlemanly  conduct,  and  good  spirit,  and  read  two 
official  rule  books. 

Elective  Tests 

First  Year’s  Choices — 25  credits  each  up  to  50 

1.  Officiate  at  two  team  games  during  the  year. 

2.  Manage  an  athletic  team  satisfactorily  through  one 
season. 

3.  Write  300  words  on  Good  Sportsmanship. 

Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  Officiate  at  three  team  games  during  the  year. 

2.  Manage  or  captain  an  athletic  team  through  one  season. 

3.  Write  300  words  on:  Play  Spirit  among  Boys. 


40 


HANDBOOK  FOR  COMRADES 


Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  Officiate  at  three  team  games  of  some  sort  during  the 
year. 

2.  Manage  or  captain  an  athletic  team  through  one  season. 

3.  Write  300  words  on :  Some  Great  Athletes  and  Why  They 
Were  Great  (see  Boys’  Handbook,  Chapter  VII). 

4.  Organize  an  athletic  team  among  younger  boys  or  boys 
in  store  or  shop. 


IV.  GROUP  GAMES 

You  cannot  always  have  a  gymnasium  or  an  athletic  field,  but 
you  can  almost  always  find  a  vacant  lot,  an  empty  room,  or  a 
large  hall.  You  do  not  always  have  team  game  equipment  or  an 
umpire,  but  you  can  always  have  a  fine  time,  anyway,  if  some¬ 
one  in  the  crowd  only  knows  a  few  good  group  games.  Every  boy 
should  know  them,  for  every  boy  can  play  them,  and  in  a  less 
concentrated  way  they  can  be  made  to  teach  all  that  team  games 
do.  They  have  a  decided  advantage  over  our  team  games  for 
some  occasions,  for  any  number  of  boys  can  play  and  the  neces¬ 
sary  equipment  can  most  times  be  quickly  improvised.  Besides 
having  the  effect  of  a  fine  physical  tonic,  they  also  have  a  real 
social  value.  For  an  evening  of  real  fun  and  frolic  with  plenty  of 
laugh  and  good  cheer,  group  games  are  the  thing.  Many  of  them 
do  demand  skill  and  all  demand  good  sportsmanship. 

The  boy  who  knows  and  can  handle  group  and  mass  games  is 
always  the  most  helpfully  popular  boy  in  the  group.  There  can 
be  no  dull  hours  with  him  about.  He  is  in  demand  after  lunch 
on  the  hike.  He  is  in  demand  at  the  church  school  picnic.  He  is 
much  sought  after  in  the  boys’  camp.  Everybody  wants  him  and 
everybody  likes  him.  He  is  indispensable.  When  you  were  a 
“kid”  you  played  many  group  games.  Perhaps  you  have  for¬ 
gotten  them.  If  so,  think  them  up  and  get  ready  for  a  stag  party 
or  an  open  house  or  twilight  hour,  because  you  will  be  sure  to 
want  them  (see  Chapter  XXI,  this  manual). 

GROUP  AND  MASS  GAMES . Total  Credits— 100 

REQUIRED  TEST — Maximum  of  Credits — 50 
Know  and  participate  in  at  least  ten  group  or  mass  games. 


PHYSICAL  TRAINING  PROGRAM 


4i 


Elective  Tests 

All  Three  Years  the  Same — 25  credits  each  up  to  50 

1.  Acceptably  conduct  an  evening  of  group  and  mass 
games  for  some  other  group  than  your  own,  teaching  them  at 
least  five  games. 

2.  Make  a  collection  of  thirty  group  and  mass  games,  writ¬ 
ing  instructions  for  each  in  a  notebook  or  on  a  card  index. 

3.  Attend  a  special  class  of  at  least  six  sessions,  when  group 
and  mass  games  are  taught. 

4.  Teach  one  group  game  to  the  group  that  has  been 
adapted  from  some  other  peoples,  such  as,  Indian,  Chinese,  or 
Mexican. 

5.  Create  interest  in,  and  provide  materials  and  leadership 
for,  noon  hour  play  at  place  of  employment,  or  among  gram¬ 
mar  school  boys. 


V.  AQUATICS 

“Help,  help,”  came  the  agonizing  cry  from  the  water.  An 
eddy  had  caught  the  upturned  boat  and  swept  it  far  out  of  reach. 
Three  boys  stood  on  the  bank  with  eager,  strained  eyes  but 
unable  to  do  a  thing.  Not  one  of  them  could  swim.  Two  choice 
lives  with  untold  possibilities  yet  unrealized  were  slipping  away 
under  their  very  noses. 

“Believe  me,  I’m  going  to  learn  to  swim  at  once,”  said  Tom 
seriously. 

“I’d  give  a  thousand  dollars  if  I  only  knew  how  now,”  said  a 
second  boy.  The  third  was  absolutely  silent.  He  felt  as  if  he 
had  missed  perhaps  the  greatest  opportunity  that  would  ever 
come  to  him  to  be  of  real  service,  simply  because  he  was  unpre¬ 
pared. 

Just  so  there  are  hundreds  and  hundreds  of  drownings  every 
year  in  river,  lake,  and  pond  all  because  there  are  so  many  boys 
who  have  not  learned  to  swim.  All  through  the  outing  season 
newspapers  everywhere  are  full  of  the  reports  of  preventable 
drownings.  Human  life  is  the  most  valuable  thing  in  the  world, 
and  every  reasonable  precaution  should  be  taken  to  save  it. 
Swimming  and  life-saving  instruction  should  be  a  part  of  every 


42 


HANDBOOK  FOR  COMRADES 


boy’s  regular  education,  but  as  schoolhouses  have  not  as  yet,  to 
any  great  extent,  made  provision  for  such  instruction,  every  boy 
should  make  the  very  most  of  every  opportunity  offered  to  learn 
this  splendid  art.  Furthermore,  it  is  now  generally  conceded  that 
swimming  offers  almost  the  ideal  form  of  exercise.  It  is  not  too 
severe  and  at  the  same  time  it  offers  real  development  to  every 
muscle  of  the  body,  resulting  in  splendid  coordination. 

If  you  have  never  read  carefully  one  of  the  standard  books  on 
swimming,  do  it  now — “At  Home  in  the  Water,”  by  Corsan,  and 
“Life  Saving,”  by  Goss.  These  can  be  found  in  any  good  public 
library  or  purchased  through  any  first-class  bookstore. 

If  you  can  already  swim,  train  to  become  a  better  swimmer, 
and  count  it  a  part  of  your  job  as  an  American  deliberately  to 
teach  as  many  other  boys  to  become  swimmers  as  possible.  It  is 
as  fine  a  thing  to  prevent  a  drowning  as  to  rescue  a  drowning 
person. 

AQUATICS . Total  Credits — ioo 

REQUIRED  TEST — Maximum  of  Credits — 60 

Be  able  to  dive  into  the  water  and  swim  at  least  fifteen  yards. 

Demonstrate  at  least  three  methods  of  rescue  and  release  as 
given  in  Chapter  X. 

Demonstrate  Schafer  method  of  artificial  respiration. 

Elective  Tests 

All  Three  Years  the  Same — 8  credits  each  up  to  40 

1.  Swim  on  the  back  15  yards. 

2.  Scull  on  back  using  hands  only. 

3.  Tread  water  one  minute. 

4.  Swim  40  yards. 

5.  Plunge  for  distance  of  20  feet. 

6.  Dive  from  surface  and  bring  up  object  from  bottom  in 
reasonable  depth. 

7.  Teach  one  boy  to  swim  10  yards. 

8.  Tow  a  person  of  rescuer’s  own  weight  20  feet. 

9.  Swim  100  yards  using  crawl,  breast,  back,  and  side  over- 
arm  strokes. 


PHYSICAL  TRAINING  PROGRAM 


43 


VI.  ATHLETICS 

Every  normal  boy  is  a  real  lover  of  athletics.  Athletic  contests 
are  as  old  as  the  race  itself.  Organized  athletics  have  come  to 
have  a  real  place  in  the  life  of  every  civilized  nation.  A  great 
many  of  the  finest  lessons  of  life  are  learned  on  the  athletic  field 
and  cinder-track.  Every  boy  admires  a  clean-cut,  well-developed 
body  that  is  under  the  control  of  the  will.  Such  bodies  are  the 
foundations  of  most  great  careers.  Every  school  and  college  in 
the  land  deems  it  worth  while  to  give  time  and  effort  to  athletics. 
Fortunately  we  are  fast  getting  away  from  the  old  idea  of  just 
developing  an  outstanding  team  of  experts,  and  are  leaning  strong¬ 
ly  to  the  slogan  of  “every  student  in  some  form  of  athletics.” 

The  old  ideal  used  to  be  to  compete  against  certain  established 
records  in  an  effort  to  break  them.  In  addition  to  this  we  now 
encourage  each  athlete  to  compete  continually  against  himself, 
to  break  his  own  best  record.  This  is  a  stimulator  of  “every  man 
in  the  game,”  and  makes  it  possible  for  the  boy  who  is  not  neces¬ 
sarily  a  “winner”  to  have  for  himself  all  the  benefits  of  athletics. 
I  f  it  is  desirable  for  a  select  team  to  learn  self-control,  temperance, 
courage,  perseverance,  self-reliance,  and  all  the  other  clean-cut 
manly  virtues,  then  it  is  desirable  for  every  boy.  In  this  connec¬ 
tion  every  athlete  should  constantly  remember  that  all  “ma¬ 
chines”  are  not  rated  the  same  “horse  power,”  and  that  the  effort 
and  persistence  of  a  less  capable  fellow  should  be  appreciated  as 
much  as  the  exceptional  records  of  the  “high-power  experienced 
machine.” 

If  competitions  are  organized  on  a  group  basis  so  that  every 
member  adds  to  the  total  score  made  by  the  group,  backward 
boys  will  feel  that  the  forty  or  fifty  points  they  may  make,  while 
not  much  in  themselves  will  in  any  event  bring  up  the  average. 
They  will  be  led  to  participate  and  do  their  best,  and  incidentally 
to  discover  that  they  are  able  to  make  a  very  good  showing  in  one 
or  more  events.  Remember  every  boy  is  seeking  all-round 
development  and  should  enter  the  athletic  events  as  a  very  real 
part  of  the  whole. 

Read  carefully  the  events  and  group  classifications  for  athletics 
as  they  are  given  in  the  pages  immediately  following,  and  then 
read  carefully  all  of  Chapter  IX.  Full  scoring  tables  are  given  on 
pages  124-133  on  Track  and  Field  Athletics. 


44 


HANDBOOK  FOR  COMRADES 


Basis  of  Grading  for  Athletic  Events 

The  weight  classification  has  been  chosen  because  it  is  the 
most  simple,  conforms  to  existing  efficiency  tests,  and  is  most 
practical  for  the  Leader.  The  following  is  the  weight  classifica¬ 
tion: 

Class  I.  60  to  80  lbs.  inclusive  80  lb.  class. 

Class  II.  8 1  to  95  lbs.  inclusive  95  lb.  class. 

Class  III.  96  to  no  lbs.  inclusive  no  lb.  class. 

Class  IV.  hi  to  125  lbs.  inclusive  125  lb.  class. 

Class  V  18  years  and  under 

Weight  unlimited  unlimited  class. 


In  rare  instances  there  are  boys  who  are  handicapped  by  a 
straight  weight  classification,  for  instance,  a  boy  twelve  years 
old  weighing  120  lbs.  would  be  outclassed  in  the  125  lb.  class. 
There  are  a  few  boys  who  are  given  an  undue  advantage.  A  boy 
seventeen  years  old  weighing  100  lbs.  would  outclass  any  boy  of 
fourteen  or  fifteen  in  the  1 10  lb.  class.  In  competition  with  other 
groups,  the  straight  weight  classification  should  be  followed,  but 
in  competition  within  the  group  the  Leader ,  with  the  consent  of 
the  group,  could  make  exceptions  of  these  boys  and  grade  them 
according  to  the  following  averages  and  classifications. 

A  summary  of  study  of  the  average  weight  of  67,987  boys  in 
the  United  States  gives  the  following  results  for  the  varying  ages: 

12  years —  69.8  lbs. 

13  years —  75.2  lbs. 

14  years —  82.3  lbs. 

15  years —  91.4  lbs. 

16  years — 111.9  lbs. 


These  averages,  applied,  result  in  the  following  age  and  weight 
classification  which  may  be  used: 


Class  I. 

Class  II. 

Class  III. 

Class  IV. 
Class  V. 


Boys  12  years,  irrespective  of  weight. 
Boys  13  years,  under  81  lbs. 

Boys  13  years,  81  lbs.  and  over. 

Boys  14  and  15  years,  under  96  lbs. 
Boys  14  and  15  years,  96  lbs.  and  over. 
Boys  16  and  17  years,  under  111  lbs. 
Boys  16  and  17  years,  ill  lbs.  and  over. 
Boys  18  years,  irrespective  of  weight. 


ATHLETICS 


Total  Credits — 200 


PHYSICAL  TRAINING  PROGRAM  45 


Athletic  Events  Summary- 

Each  event  counts  a  maximum  of 
Total,  10  events, 


Class  I 

60  to  80  lbs.  inclusive 
80  lb.  Class 

1.  One  Lap  Potato  Race 
*2  Three  Lap  Potato  Race 
3.  50  Yard  Dash 
*4.  75  Yard  Dash 
5.  Standing  Broad  Jump 
*6.  Pull  Up — Four  Times 
*7.  Running  High  Jump 
8.  Running  Broad  Jump 
*9.  One  Day  Hike — 

Eight  Miles 

10.  Century  Hike — 

100  Miles  in  a  Year 

11.  Baseball  Throw 


20  points 
200  points 

Class  II 

81  to  95  lbs.  inclusive 
95  lb.  Class 

I.  One  Lap  Potato  Race 
^2.  Four  Lap  Potato  Race 
3.  75  Yard  Dash 

^4.  100  Yard  Dash 
5.  Standing  Broad  Jump 
*6.  Pull  Up — Five  Times 
*7.  Running  High  Jump 
8.  Running  Broad  Jump 
c  9.  One  Day  Hike — 

Ten  Miles 
10.  Century  Hike — 

100  Miles  in  a  Year 

II.  Baseball  Throw 


The  six  starred  events  are  required.  Participants  may  pick 
four  of  the  remaining  five  to  make  ten  events. 


Class  III 

96  to  no  lbs.  inclusive 
no  lb.  Class 

1.  Two  Lap  Potato  Race 
*2.  Five  Lap  Potato  Race 
3.  75  Yard  Dash 

*4.  100  Yard  Dash 
5.  Standing  Broad  Jump 
*6.  Pull  Up — Six  Times 
*7.  Running  High  Jump 
8.  Running  Broad  Jump 
*9.  One  Day  Hike — 
Twelve  Miles 
*10.  Century  Hike— 100 
Miles  in  6  Mos. 

11.  Baseball  Throw  for 

Distance 

12.  Shot  Put 


Class  IV 

in  to  125  lbs.  inclusive 
125  lb.  Class 

1.  Two  Lap  Potato  Race 
*2.  Six  Lap  Potato  Race 
3.  100  Yard  Dash 
*4.  220  Yard  Dash 
5.  Standing  Broad  Jump 
*6.  Pull  Up — Seven  Times 
*7.  Running  High  Jump 
8.  Running  Broad  Jump 
*9.  One  Day  Hike — 

Fourteen  Miles 
*10.  Century  Hike — 100 
Miles  in  6  Mos. 

11.  Baseball  Throw  for 

Distance 

12.  Shot  Put 


46 


HANDBOOK  FOR  COMRADES 


Class  V 

Weight  unlimited 
1 8  years  and  under 
Unlimited  Class 
I.  Three  Lap  Potato  Race 
*2.  Six  Lap  Potato  Race 
3.  100  Yard  Dash 
*4.  220  Yard  Dash 
5.  Standing  Broad  Jump 
*6.  Pull  Up — Eight  Times 
*7.  Running  High  Jump 
8.  Running  Broad  Jump 
*9.  One  Day  Hike — 

Eighteen  Miles 
*10.  Century  Hike — 

100  Miles  in  6  Mos. 

11.  Baseball  Throw  for  Distance 

12.  Shot  Put 

The  six  starred  events  are  required.  Participants  may  pick 
four  of  the  remaining  six  to  make  ten  events  . 


VII.  PHYSICAL  EXAMINATION 

Prevention  is  better  than  cure.  Most  serious  physical  condi¬ 
tions  develop;  they  do  not  happen  all  at  once,  just  as  an  auto¬ 
mobile  does  not  go  all  to  pieces  in  a  single  day.  First,  it’s  a 
squeak,  then  a  rattle,  and  then  a  repair  bill.  “Squeaks”  are  much 
easier  to  fix  than  breakdowns  and  cost  less  in  time,  labor,  and 
money.  Every  owner  of  a  good  car  is  constantly  on  the  look-out 
for  bad  indications,  which  he  promptly  has  taken  care  of.  Two 
men  in  the  same  town  with  the  same  car  and  about  the  same 
mileage  get  very  different  results.  One  man  wears  a  car  out  in  a 
year.  “Mine  is  better  than  ever.”  How  do  you  explain  it?  One 
takes  excellent  care  of  his  machine;  every  day  the  other  procras¬ 
tinates  or  thinks  a  few  “squeaks”  don’t  matter,  and  at  the  end  of 
a  year  his  car  is  fit  only  for  the  junk-pile. 

I  said  to  a  friend  not  long  ago,  “Why,  Jim,  you  have  a  new 
car.”  “No,”  he  replied,  “I’ve  driven  that  car  18,000  miles.” 

“Impossible,”  I  said,  and  then  he  explained. 


PHYSICAL  TRAINING  PROGRAM 


47 


“I  have  regular  times  when  I  go  completely  over  it.  I  look  at 
every  bolt  and  screw.  I  test  out  my  ignition  and  I  drain  and 
clean  the  crank-case  and  radiator.  I  never  let  any  little  difficulty 
go  a  day.  If  I  can’t  fix  it,  I  have  an  expert  adjust  it.  It  would 
break  my  heart  to  see  anyone  abuse  my  car.  We’re  pals.” 

Now  that  is  just  the  way  to  take  care  of  your  body,  for  cer¬ 
tainly  you  and  your  body  are  pals.  What  one  is  and  does  very 
largely  depends  on  the  other.  A  physical  examination  by  a 
trained  expert,  at  regular  intervals,  of  every  human  machine  in 
America  would  certainly  put  a  lot  of  doctors  and  dentists  and 
drugstores  out  of  business.  The  recent  army  drafts  all  over  the 
world  proved  the  real  condition  of  hundreds  of  thousands  of 
human  machines  and  revealed  flat  feet,  curvature  of  the  spine, 
decayed  teeth,  bad  tonsils,  leaking  heart  valves,  hernia,  and  other 
things  that  needed  attention.  Yes,  prevention  is  better  than 
cure.  Find  out  if  your  machine  is  tuned  up  for  its  best  work. 

PHYSICAL  EXAMINATION . Total  Credits—  ioo 

REQUIRED  TEST 

Have  a  thorough  physical  examination  by  a  reputable  doctor 
or  physical  director,  approved  by  your  Leader,  using  blank 
provided  for  same  in  the  Appendix. 

Credits  are  awarded  as  follows: 

Fair  physical  condition  50  credits. 

Good  physical  condition  75  credits. 

A- 1  physical  condition  100  credits. 

The  employed  boy  should  have  special  attention  from  the 
standpoint  of  his  work  and  its  good  or  bad  effects  on  health. 

Each  boy  should  be  reexamined  each  year,  keeping  careful 
records  for  contrast  in  improvement. 


VIII.  PERSONALITY  ANALYSIS 

Physical  condition  and  development  have  a  very  great  influ¬ 
ence  on  personality  and  leadership.  True,  there  are  cases  on 
record  where  sickly  and  even  crippled  men  have  risen  to  world 
fame  by  sheer  force  of  character  and  will  power.  Notwithstand¬ 
ing  all  of  this,  the  physically  trim,  well-groomed  man  whose 


48 


HANDBOOK  FOR  COMRADES 


posture  is  erect  and  who  radiates  health,  has  already  every 
advantage  over  the  man  who  has  not  given  such  things  his  careful 
attention.  All  of  the  tests  offered  under  the  Physical  Training 
Program  have  as  their  prime  object  the  development  of  a  strong, 
refreshing,  contagious  physical  personality.  Jesus  certainly  had 
just  such  a  personality.  Recall  the  incident  of  His  cleansing  the 
temple  single-handed  and  alone.  He  drove  them  all  out;  His 
wonderful  body  probably  bare  to  the  shoulder;  His  clear  eye  and 
ruddy  cheek  aflame  with  righteous  indignation;  His  breast 
heaving  from  the  exertion  of  quickly  removing  the  dove  cages,  all 
lent  themselves  to  prove  Him  every  inch  a  man,  and  finally  a 
half-dozen  of  the  bravest  got  their  heads  together  and  cried  back 
at  Him,  “Who  gave  you  authority  to  do  this?”  From  the  very 
instant  He  entered  the  synagogue,  He  was  the  absolute  Master 
of  the  situation.  It  is  a  superb  illustration  of  personality  and 
leadership.  Be  ambitious  that  you,  too,  may  have  a  fair  portion 
of  that  development. 

PERSONALITY  ANALYSIS . Total  Credits— ioo 

REQUIRED  TEST 

1.  Be  awarded  a  maximum  of  50  credits  for  right  attitude 
toward  securing  for  yourself  an  adequate  physical  development. 

2.  Be  awarded  a  maximum  of  50  credits  for  the  following 
physical  personality  analysis: 

To  what  extent  have  you  developed: 

a.  A  proper  sitting,  standing  posture. 

b.  Coordination  and  control  of  motions. 

c.  Strength. 

d.  Skill  in  directing  the  body. 

e.  Physical  influence  on  others  (inspiring  or  depres¬ 
sing). 

Note:  Grade — 10  credits  each  allowed  for  excellent  develop¬ 
ment,  7  for  good  development,  3  for  fair  development 


CHAPTER  IV 


THE  DEVOTIONAL  TRAINING  PROGRAM 
AND  ACTIVITIES 

“Jesus  advanced  ...  in  favor  with  God” — Luke  2:52. 

“ Thou  shalt  love  the  Lord ,  thy  God ,  with  all  thy  heart” — Luke 
10:27. 

“Life  and  religion  are  one ,  or  neither  is  anything,”  or,  as  Dis¬ 
raeli  the  great  English  statesman  declares,  “Religion  should  be 
the  rule  of  life,  and  not  a  casual  incident  of  it.”  It  should  be 
explained  that,  because  for  convenience  a  certain  set  of  activities 
in  this  Program  is  termed  the  Devotional  Training  Program, 
it  is  not  meant  to  imply  that  the  spiritual  can  be  thought  of 
as  a  water-tight  compartment  apart  from  all  other  elements  of 
life.  In  the  best  sense,  life  itself  is  all  spiritual.  True  religion  is 
in  all  and  through  all  and  about  all.  A  physical  sin  or  a  social 
sin  is  just  as  possible  and  just  as  bad  as  a  spiritual  sin.  Obeying 
all  of  God’s  laws  is  necessary,  whether  they  are  physical  laws  or 
mental  laws  or  social  laws.  Christ  came  that  we  might  have 
life — all  life — and  have  it  more  abundantly.  Yet  to  most 
folks  religion  has  to  do  primarily  with  the  cultivation  of  our  heart 
life,  that  is  the  emotional  nature.  Often  we  deprecate  too  much 
evidence  of  the  feelings  and  often  apologize  for  it  as  if  it  were  a 
weakness.  Yet  you  know  that  it  is  the  affections,  the  sentiments, 
feelings,  and  desires  that  are  the  very  mainsprings  of  life.  Heart 
desires  wrongly  directed  become  passion,  but  when  love  and 
affection  and  reverence  and  gratitude  are  normally  developed 
we  have  a  strong,  deep  life,  capable  of  wonderful  friendships 
and  great  sacrifices  and  able  mysteriously  to  stimulate  others 
to  be  constantly  at  their  best.  There  are,  generally  speaking, 
three  outstanding  types  of  leadership:  (1)  those  who  lead 
because  of  their  intellectuality;  (2)  those  who  lead  because  of 
their  will  power;  (3)  those  who  lead  because  of  their  power  of 
feeling.  / 

Jesus  was  a  wonderful  combination  of  all  three.  As  we  have 
pointed  out  in  previous  chapters,  he  was  mentally  very  keen; 


50 


HANDBOOK  FOR  COMRADES 


the  wisest  “durst  not  ask  Him”  further  questions.  He  was 
physically  a  perfect  specimen,  as  evidenced  by  His  whole  life; 
for  illustration,  the  cleansing  of  the  temple.  He  was  emotion¬ 
ally  deep  and  wonderful,  as  proved  by  His  great  love,  His  sympa¬ 
thy  and  His  capacity  for  the  friendships  of  all  sorts  and  condi¬ 
tions  of  men. 

In  His  teaching,  no  less  than  in  His  life,  did  Jesus  recognize 
the  importance  of  the  desires  and  feelings.  His  ideal  of  the 
emotional  life  is  perhaps  best  expressed  by  the  word  “beauty” 
or  “perfection.”  He  appreciated  the  beautiful  whether  in  nature 
or  man.  “Consider  the  lilies  of  the  field,”  “Be  ye  therefore 
perfect  as  your  father  which  is  in  heaven  is  perfect,”  expressed 
the  joyous  admiration  and  aspiration  of  His  heart.  He  entered 
heartily  into  the  temple  worship  and  delighted  in  the  ideals  of 
beauty  and  perfection  expressed  in  the  Psalms  of  Praise,  such  as, 
“Worship  the  Lord  in  the  beauty  of  holiness,”  “Out  of  Zion,  the 
perfection  of  beauty.” 

The  Church,  too,  in  her  teaching  and  practice  has  been  true 
to  this  fundamental  principle  in  life.  By  all  the  arts  at  her 
command,  she  has  endeavored  to  cultivate  the  heart  life  of, 
man,  using  in  her  simple,  yet  stately  services  of  worship,  Scrip¬ 
ture,  prayer,  ritual  responses,  music,  poetry,  and  art  to  deepen 
and  strengthen  man’s  religious  and  emotional  nature.  If  it  is 
important  that  we  spiritualize  the  physical  and  intellectual 
sides  of  our  life  and  relate  them  to  God,  how  much  more  impor¬ 
tant  that  we  also  seek  to  spiritualize  the  heart  life,  too,  and 
consecrate  all  its  rich  and  abundant  powers  to  Him  as  Jesus  did. 
That  man  is  spiritual  on  the  emotional  side  of  his  nature,  there¬ 
fore,  who  has  brought  his  feelings  and  desires  under  the  control 
of  Christ  and  is  giving  them  full  expression  in  His  service.  The 
feelings  and  desires  have  a  spiritual  significance;  the  heart,  too, 
is  God’s. 

Now  is  the  time  when  wide-awake  thoughtful  boys  begin  to 
get  a  deeper  insight  into  the  inner  meaning  of  all  life — hence  the 
appropriateness  of  an  appeal  for  a  spiritual  interpretation  of 
music,  poetry,  art,  and  nature  during  these  years.  We  should  be 
able  to  see  and  feel  and  recognize  God  in  all  that  is  beautiful,  * 
whether  it  be  the  song  of  a  bird,  a  mountain  sunset,  or  a  human 
voice.  God  is  everywhere  and  is  easily  recognized  by  those  who 


DEVOTIONAL  TRAINING  PROGRAM 


5i 

know  Him.  “My  sheep  hear  my  voice,  and  I  know  them,  and 
they  follow  me.” 

Up  to  the  time  of  Christ’s  coming  God  had  told  the  people 
how  to  live,  through  His  Prophets  and  His  nature,  but  Christ 
came  to  show  us  how  to  live — to  be  the  Pattern,  to  demonstrate 
what  God  wants  every  boy  to  be — an  all-round,  perfectly  devel¬ 
oped  son  of  God.  How  natural  then,  that  at  this  age,  when  we 
have  come  to  understand  Him  and  His  message  so  well,  that  we 
should  turn  to  Him  as  Hero  and  Guide — as  our  Personal  Saviour 
from  sin  and  shortcoming  and  as  Lord  and  Master  of  our  lives. 
This  is  the  logical  time  for  every  thoughtful  boy  to  enlist  in  the 
Christian  cause  and  to  give  his  whole-hearted  allegiance  to  the 
Kingdom  of  God,  with  Christ  as  his  Supreme  Leader. 

I.  PUBLIC  WORSHIP 

“If  there  is  in  all  the  world  a  boy  who  does  not  believe  that  there 
is  a  God,  let  him  turn  to  Nature;  let  him  examine  the  tiniest 
flower  in  the  valley  to  the  mightiest  mountain  that  unites  the 
earth  and  sky — and  his  answer  must  always  be  the  same.  He 
cannot  even  turn  around  in  his  own  backyard,  or  gaze  into  the 
heavens  without  realizing  that  there  is  a  God.” 

While  on  the  deck  of  a  vessel  one  evening  at  sea,  a  group  of 
French  unbelievers  was  denying  the  existence  of  a  God.  At 
length  they  proposed  to  get  the  opinion  of  Napoleon,  who  was 
standing  to  one  side  and  alone  with  his  thoughts.  On  hearing 
their  question  he  solemnly  raised  his  hand  and,  pointing  to  the 
starry  sky,  he  asked,  “Gentlemen,  who  made  all  that?” 

Agassiz,  the  great  scientist,  said  that  the  man  who  studies 
the  rocks  of  the  earth  “moves  along  paths  worn  deep  by  the 
divine  footsteps;”  that  is  worship.  A  boy  of  seventeen  sits  in 
church;  the  tones  of  the  organ  quiet  him;  the  prayer  of  the 
minister  makes  him  search  his  own  heart  to  see  if  he  is  keeping  it 
true  to  his  ideals;  he  remembers  that  the  Church  in  all  the 
world  has  helped,  as  nothing  else,  to  make  honor  and  morality 
live  and  thrive;  he  sees  his  neighbors  worshiping  with  him;  the 
hymns  and  the  sermon  send  him  away  feeling  that  God  needs 
his  life,  too,  in  carrying  on  His  great  work  in  the  world;  that  is 
worship — the  kind  that  every  boy  needs  and  may  have. 


52 


HANDBOOK  FOR  COMRADES 


Then,  too,  Christ  founded  that  Church  because  he  full  well 
knew  that  there  would  come  into  every  earnest  person’s  life 
discouragements,  perhaps  failures,  and  He  knew  that  by  keeping 
in  touch  with  a  company  of  earnest  Christian  folks,  all  with  like 
problems,  there  would  come  fresh  inspiration  and  help.  The  evil 
in  the  world  is  always  organized,  so  that  all  those  that  stand  for 
good  in  its  every  aspect  should  also  associate  themselves  together 
for  the  fight.  Only  when  the  Church  has  been  an  aggressive 
eager  church  has  it  been  able  to  accomplish  God’s  will  for  it; 
and  for  any  church  to  keep  alive  and  aggressive,  it  must  have  as  a 
very  real  part  of  it  a  body  of  young  men.  Armies  are  always 
young  men.  The  Church  needs  you — and  you  need  the  Church. 
Let  your  worship  have  an  “action”  element  in  it. 

PUBLIC  WORSHIP . Total  Credits— 200 

REQUIRED  TEST — Maximum  of  Credits — 150 

Attend  regular  Sunday  church  worship,  participating  in  service — 
2  credits  for  each  service  attended  up  to  100  credits — and — 

Volunteer  some  definite  service  to  the  Pastor,  involving  at 
least  eight  hours — 50  credits. 

Elective  Tests — 25  credits  each  up  to  50 

1.  As  an  act  of  worship,  beautify  church  building  by  plant¬ 
ing  trees,  shrubs,  vines,  or  flowers,  involving  at  least  eight 
hours’  service. 

2.  As  an  act  of  worship,  accomplish  special  piece  of  service 
for  the  church  as  prescribed  by  the  Leader  or  a  church  official, 
involving  at  least  eight  hours’  service. 

3.  As  an  act  of  worship,  aid  the  church  in  distributing  food, 
clothes,  and  so  forth  to  poor  at  Thanksgiving,  Christmas,  or 
other  occasions. 

4.  As  an  act  of  worship,  deliver  church  calendars  or  notices 
or  collection  envelopes,  involving  at  least  eight  hours’  service. 

5.  Be  a  reasonably  regular  attendant  at  the  church  prayer 
meeting. 

6.  Be  a  member  in  good  standing  and  a  reasonably  regular 
attendant  at  the  church  Young  People’s  Society. 


DEVOTIONAL  TRAINING  PROGRAM 


53 


II.  GOD  IN  NATURE  AND  ART 

Nature 

“Isn’t  that  a  superb  grove  of  spruce?”  cried  the  one  wide¬ 
awake  young  engineer  to  his  comrade,  while  surveying  recently 
for  a  mountain  railroad  in  the  West.  “They  look  as  if  they  had 
come  together  over  there  for  a  meeting  of  some  sort.  They  are 
an  all-star  team,  that’s  sure!” 

“They’d  make  about  six  good  ties  apiece,”  grunted  the  other 
engineer. 

What  do  you  see  when  you  take  a  walk  out  into  the  big  silent 
places?  Can  you  see  God  and  feel  God  and  hear  God  at  work  in 
the  most  wonderful  workshop  ever  known,  or '  do  you  just 
see  so  many  cords  of  wood  and  so  many  cubic  feet  of  building 
stone  and  so  many  carloads  of  gravel?  Do  you  think  birds  just 
happen  to  be  masters  of  the  art  of  singing?  Do  you  suppose 
that  the  exquisitely  shaped  and  tinted  flowers  just  happened? 
Or  do  you  see  so  well  and  understand  so  perfectly  that  you 
appreciate  the  hand  of  God  in  it  all  and  realize  that  it  has  been 
provided  for  you  for  a  purpose,  so  that  your  life,  too,  may  be 
deeper  and  more  lovely? 

Music 

Music  has  always  had  a  profound  influence  on  man.  Even 
the  savage  tribes  respond  in  a  marvelous  way  to  their 
crude  music.  Can  you  appreciate  real  music  or  has  your  con¬ 
ception  of  what  music  ought  to  be  been  ruined  by  the  cheap 
trash  of  which  we  hear  so  much  these  days?  Every  boy  should 
cultivate  an  appreciation  of  the  best  in  music.  Darwin  paid  no 
attention  to  good  music,  so  lost  the  power  to  enjoy  it. 

There  is  a  universal  law  of  harmony.  God  speaks  to  men 
through  music  just  as  he  does  through  nature  and  poetry  and 
sunsets  and  waterfalls.  The  heart  understands  the  language 
of  rhythm  and  harmony.  If  you  are  seeking  the  best,  you  must 
come  to  appreciate  Beethoven  and  Mendelssohn,  and  the 
harmonies  of  the  great  singers. 

Poetry 

Too  often  poetry  in  the  mind  of  the  American  boy  suggests 
either  Mother  Goose  Rhymes  or  Milton’s  “Paradise  Lost”  and, 


54 


HANDBOOK  FOR  COMRADES 


consequently,  he  misses  the  message  of  poetry.  A  sunset,  a  star- 
filled  night  and  flower  gardens  are  all  poems,  but  each  written 
in  a  different  language.  Much  of  the  finest  English  we  have  has 
come  to  us  as  poetry.  Poetry  stimulates  the  imagination  as 
nothing  else  can.  What  a  pity,  then,  that  any  boy  should  miss 
the  messages  of  Tennyson  and  Longfellow,  and  Lanier,  and 
Burns  and  Service  and  Kipling,  James  Whitcomb  Riley,  and 
Eugene  Field,  all  because  he  “does  not  care  for  poetry.”  Every 
boy  should  have  a  favorite  poet  and  come  to  understand  him 
and  appreciate  his  messages,  just  as  he  does  his  favorite  writer 
of  prose. 

Art 

Do  you  love  the  beautiful  as  you  see  it  everywhere?  Have  you 
developed  good  taste?  Can  you  get  the  message  the  artist  has 
put  on  the  canvas?  All  nature,  all  musicians  that  are  masters, 
all  poets  that  are  real,  all  artists  that  have  stirred  the  world 
with  their  brushes  are  but  children  of  the  Great  Creator,  thinking 
His  thoughts  after  Him,  interpreting  Him  to  us,  if  you  please, 
in  language  that  we  can  understand.  Strive  to  cultivate  these 
things,  for  they  enrich  and  deepen  and  broaden  life  immeasurably. 
Christ  had  a  marvelous  appreciation  of  nature  and  music  and 
poetry  and  art,  and  from  that  appreciation  He  drew  most  of 
His  matchless  illustrations  as  well  as  His  finely  exact  parables. 
He  understood  all  of  the  languages  of  God,  and,  by  cultivation, 
He  found  deep  responses  from  within  his  own  soul. 

God  has  spoken  to  men  and  in  answer  to  the  divine  call  from 
within,  they  have  poured  out  their  best  and  spent  their  lives 
in  producing  beautiful  music,  charming  poetry,  chaste  forms  in 
art,  that  will  bring  the  same  thrilling  response  into  the  life  of 
a  boy  and  will  stay  with  him  to  bless  his  old  age,  if  he  can  but 
appreciate  and  understand.  , 

NATURE  AND  ART . Total  Credits--ioo 

NO  REQUIRED  TEST  OFFERED 

Elective  Tests — 25  credits  each  up  to  100. 

Make  different  choices  each  year. 


DEVOTIONAL  TRAINING  PROGRAM 


55 


1.  Nature 

Attend  an  educational  talk  on : 

a.  Making  of  the  Earth. 

b.  The  Story  of  the  Stars. 

c.  The  Development  of  Plant  and  Animal  Life. 

d.  Matter,  Its  Nature  and  Orderly  Arrangement. 

e.  Man’s  Place  in  Nature. 

f.  Life,  the  Mysterious  Organizer. 

or 

g.  Read  a  book  selected  by  the  Leader  and  discuss  it 
before  the  group. 

2.  Music 

a.  Identify  ten  standard  hymns  or  pieces  of  classical 
music  by  ear. 

b.  Take  lessons  six  months  on  some  musical  instrument. 

c.  Play  in  orchestra  or  band. 

d.  Sing  three  approved  selections  before  the  group. 

e.  Attend  a  high  grade  concert  by  an  orchestra  or  a 
choir  that  will  render  some  famous  oratorio. 

3.  Art 

a.  Name  three  kinds  of  architecture  and  describe 
differences. 

b.  Name  five  pieces  of  classic  statuary. 

c.  Write  a  200- word  description  of  a  sunset,  waterfall, 
rural  scene,  or  flower  garden  that  you  have  seen. 

d.  Visit  an  art  gallery  of  at  least  100  pieces — note  the 
special  things  that  appeal  to  your  higher  nature. 

4.  Poetry 

a.  Recite  three  standard  poems. 

b.  Read  one  book  of  verse,  satisfactory  to  the  Leader. 

c.  Recite  Psalm  1:1-60;  23:1-6;  19:1-14;  8:1-8. 

d.  Name  one  poem  each  of  twelve  famous  poets. 

e.  Write  eight  lines  of  acceptable  poetry  yourself. 


56 


HANDBOOK  FOR  COMRADES 


III.  CHURCH  SCHOOL  LOYALTY 
It  is  surprising  to  what  a  great  extent  the  really  outstanding 
men  in  almost  every  field  of  effort  in  America  are  church  and 
Sunday  school  men — profound  believers  in  the  church  school! 
If  you  doubt  it,  take  a  paper  and  pencil  and  list  your  outstanding 
men,  either  locally  or  as  a  state  or  even  as  a  nation,  and  then 
ascertain  just  where  they  line  up  with  things  definitely  Christian. 
When  you  have  entirely  satisfied  yourself  that  my  contention  is 
right,  let  me  see  if  you,  too,  can  accept  my  conclusions  from  these 
interesting  facts.  The  outstanding  men  in  many  realms  represent 
the  big,  brainy,  broad-gauge  successful  men.  If  the  big,  brainy, 
broad-gauge,  successful  men  of  America  believe  in  the  Sunday 
school  to  such  an  extent  that  they  generously  support  it,  not  only 
with  money  but  by  attendance,  participation,  and  loyalty,  then 
it  just  naturally  must  be  worth  while — so  much  so.  that  no  boy 
in  America  can  afford  to  say,  “Oh,  it  isn’t  worth  while,  it’s  only 
for  little  kids  and  women.”  You  cannot  afford  to  accept  that 
evidence  without  investigation.  The  strongest  influence  for  good 
that  ever  came  into  my  life  came  from  my  attendance  and  parti¬ 
cipation  in  the  church  school  group  led  by  a  devoted,  intelligent, 
genuinely  Christian  leader.  Every  boy  in  that  group  made  good. 
I  wonder  why?  You  say,  “It  just  happened.”  No,  things  do  not 
just  happen.  There  is  a  reason  for  everything,  and  one  of  the 
reasons  that  every  boy  in  that  group  made  good  in  the  twelve 
'  professions  now  represented  was  because  of  the  powerful  influence 
on  their  ideals  and  their  conduct  as  a  result  of  attendance  and 
participation  in  all  of  its  activities,  guided  and  directed  as  we 
were  by  a  wise  leader  of  the  group. 

Every  boy  who  wants  to  round  out  his  life,  should  attend 
Sunday  school  regularly  and  take  an  active  part  in  its  study  and 
work.  He  needs  to  know  much  about  the  Bible,  on  which  much 
of  English  civilization  and  literature  is  founded.  He  needs  to 
gather  with  others  of  his  own  age,  as  well  as  mature  men  and 
women  and  little  children,  as  a  member  of  the  church  school  army, 
the  greatest  army  the  world  has  ever  seen. 

Thousands  of  America’s  strongest,  brightest,  cleanest  older 
boys  are  lined  up  today  with  the  church  school,  attending  regu¬ 
larly  and  taking  part,  proud  to  feel  that  they  belong  to  it  and 
that  it  belongs  to  them. 


DEVOTIONAL  TRAINING  PROGRAM 


57 


If  the  Sunday  school  of  your  choice  is  not  exerting  that  sort  of 
an  influence  on  the  lives  of  boys,  there  is  something  wrong  and 
you  are  the  fellow  to  see  what  is  the  matter.  Perhaps  to  date 
you  have  gone  to  “get”  instead  of  to  “give.”  Perhaps  you  have 
been  insisting  that  it’s  the  teacher’s  class  instead  of  your  class. 
Perhaps  you  have  been  only  lukewarm  in  your  enthusiasms  and 
have  been  expecting  “some  one  else”  to  supply  your  part,  to  carry 
your  responsibility. 

The  church  school  has  come  to  stay.  It  has  a  place  of  vital 
importance  for  every  earnest,  purposeful  older  boy.  Get  into 
the  game  and  lift,  don’t  lean. 

CHURCH  SCHOOL  LOYALTY . Total  Credits— 200 

REQUIRED  TEST— 150  Credits 

Attend  your  church  school  regularly — 2  credits  for  each  atten¬ 
dance  up  to  100  credits. 

Show  right  attitude  toward  the  class  work  (study  of  lesson; 
cooperative  spirit) — 25  credits. 

Assume  some  definite  class  or  church  school  responsibility, 
covering  six  months’  period  or  requiring  eight  hours’  work,  to  the 
satisfaction  of  Leader  (for  instance,  such  tasks  as  serving  as  class 
or  departmental  officer  or  on  working  committee) — 25  credits. 

Elective  Tests — xo  credits  each  up  to  50 

1.  Attend,  as  a  registered  delegate,  some  religious  confer¬ 
ence  or  convention,  reporting  carefully  upon  it  to  the  school  or 
group,  upon  return. 

2.  Secure  at  least  one  new  member  fot  the  school. 

3.  Assist  in  church  entertainment,  social,  or  picnic,  involv¬ 
ing  at  least  eight  hours’  service. 

4.  Act  as  the  superintendent’s  assistant,  subject  to  call, 
for  a  six  months’  period. 

5.  Serve  for  six  months  as  an  assistant  teacher  or  director 
of  activities  for  a  class  of  younger  boys. 

6.  Assist  in  a  definite  piece  of  service  to  the  extent  of  eight 
hours  for  any  of  the  church  organizations,  such  as,  set  up  ban¬ 
quet  tables,  put  up  decorations  for  special  occasion,  move  and 
set  up  folding  chairs. 

7.  Supervise  three  hikes  for  groups  of  younger  boys  from 
church  school,  Y.  M.  C.  A.,  playgrounds,  or  mission. 


58 


HANDBOOK  FOR  COMRADES 


8.  Act  as  librarian,  secretary’s  assistant,  usher,  etc.,  for  a 

period  of  six  months,  or  involving  at  least  eight  hours’  service. 

IV.  KNOWLEDGE  OF  THE  BIBLE 

“The  Bible  is  like  a  telescope.  If  a  man  looks  through  his 
telescope,  then  he  sees  worlds  beyond;  but  if  he  looks  at  his 
telescope,  then  he  does  not  see  anything  but  a  telescope.  The 
Bible  is  a  thing  to  be  looked  through,  to  see  that  which  is  beyond; 
but  most  people  only  look  at  it.” 

The  Bible  is  not  only  the  greatest  book  in  the  world,  but  the 
most  popular.  There  are  seven  times  as  many  Bibles  sold  each 
year  as  of  the  next  best  seller,  all  kinds  of  books  included.  This 
is  evidence  that  it  is  widely  used  and  studied.  No  man  is  edu¬ 
cated  who  does  not  know  his  Bible.  John  Ruskin,  the  great 
Englishman,  said  that  whatever  there  is  of  merit  in  anything 
that  he  has  written  is  due  to  the  fact  that,  when  a  child,  his 
mother  made  him  familiar  with  the  English  Bible. 

Daniel  Webster,  the  great  American,  said,  “If  there  is  anything 
of  eloquence  in  me  it  is  because  I  learned  the  Scriptures  at  my 
mother’s  knee.”  Count  Tolstoi,  the  great  Russian,  testifies, 
“Without  the  Bible  the  education  of  the  child  today  is  impos¬ 
sible.” 

Dr.  G.  H.  Ferris,  a  great  preacher  of  Philadelphia,  said  that 
just  so  long  as  human  beings  have  sorrows  and  sins,  tears  and 
tasks,  so  long  will  the  Bible  keep  its  power  and  beauty,  and  be 
enthroned  in  the  human  heart. 

Dr.  Henry  Churchill  King,  the  great  teacher,  of  Ohio,  says 
that  we  need  three  things  in  order  to  make  the  most  of  life — 
character,  influence,  and  happiness — and  that  these  three  can 
be  gained  by  Bible  study.  W.  T.  Grenfell,  the  great  medical 
missionary  of  Labrador,  says:  “I  believe  the  Bible  contains  all 
necessary  truth  about  the  way  a  man  should  walk  here  below. 
To  me  it  means  everything.  Take  it  away  and  you  can  have  all 
else  I  possess.” 

Thousands  of  boys  in  organized  groups  throughout  the  country 
believe  it  is  worth  while  to  meet  for  regular  periods  of  definite 
Bible  study  each  week.  Graded  curricula  have  been  developed 
by  the  ablest  educators,  so  that  a  boy  in  a  modern  church  school 


DEVOTIONAL  TRAINING  PROGRAM 


59 

gets  just  the  sort  of  Bible  study  that  he  needs  at  just  the  proper 
periods  in  his  development. 

KNOWLEDGE  OF  THE  BIBLE . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Ability  to  turn  readily  to  a  given  chapter  and  verse — 10  credits. 

Write  in  your  own  words  the  two  great  commandments  given 
by  Christ  in  Luke  10:27 — 20  credits. 

Tell  your  group  the  story  of  an  impressive  incident  in  the  life 
of  an  Old  Testament  character  and  indicate  why  it  impressed  you 
— 20  credits. 

Elective  Tests — 25  credits  each  up  to  50 

1.  In  your  own  language,  write  the  ten  commandments  for 
a  boy  of  today. 

2.  Take  a  course  of  study  covering  the  general  topic,  Where 
We  Got  Our  English  Bible,  or  attend  four  educational  talks,  or 
read  a  book  approved  by  the  Leader  on  the  same  subject. 

3.  Take  a  course  of  study  in  Old  Testament  History. 

4.  Take  a  course  of  study  on  the  Life  or  Teachings  of  Jesus. 

5.  Take  a  course  of  study  on  Heroes  of  the  Bible. 

6.  Take  a  course  of  study  covering  the  life  of  St.  Paul. 

V.  STORY  OF  CHRISTIANITY 

The  Christian  Church  has  been  a  powerful  factor  in  all  history 
since  the  days  of  its  Founder.  Jesus’  way  of  living  has  become 
more  and  more  the  commonly  accepted  way  as  the  years  have 
rolled  by.  From  one  little  church  in  Jerusalem  of  but  a  handful 
of  followers  on  down  through  the  centuries,  as  empires  have  risen 
and  fallen,  Jesus’  way  of  living  has  been  making  more  and  more 
converts  until  today,  at  the  close  of  the  World  War,  men  are 
striving  as  never  before  to  apply  the  teachings  of  the  Master  to 
all  life.  The  growth  of  Christianity  is  the  most  wonderful  fact 
in  the  world.  It  is  quite  necessary  for  the  boy  who  is  to  so  soon 
take  his  full  place  in  a  new  world,  to  have  clear  in  his  mind  the 
elements  of  this  growth.  The  Story  of  Christianity  is  far  more 
inclusive  than  church  history  and  more  interesting.  We  are 
seeing  the  whole  world  struggle  toward  Jesus’  way  of  living  as  the 
very  best  of  all  the  ways  that  have  been  tried  out  by  men. 


6o 


HANDBOOK  FOR  COMRADES 


Christianity  has  taken  one  benighted  portion  of  the  world 
after  another  and  by  teaching,  healing,  and  serving  has  brought 
about  marvelous  changes.  The  missionary  has  always  been  the 
forerunner  of  civilization  as  we  understand  it.  You  will  find  this 
story  of  Christianity,  with  all  its  widely  diversified  chapters,  the 
most  important  and  most  interesting  story  in  the  world. 

STORY  OF  CHRISTIANITY . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Explain  to  your  Leader  what  Christianity  is  and  means,  as  you 
understand  it — 25  credits. 

Tell  your  group  of  the  changes  that  took  place  with  the  coming 
of  Christianity  into  a  non-Christian  land,  as,  for  example,  see 
last  chapter  of  “Uganda’s  White  Man  of  Work” — 25  credits. 

Elective  Tests— 25  credits  each  up  to  50 

1.  Attend  a  course  of  study  on  the  story  of  the  Christian 
Church,  or  attend  four  educational  talks  on  the  same  subject, 
or  read  a  book,  such  as  “Landmarks  of  Church  History,” 
Cowan  or  Rowe. 

2.  Take  a  course  of  study  on  Christian  heroes,  or  attend 
four  educational  talks  on  the  same  subject,  or  read  a  book  on 
this  subject  selected  by  the  Leader. 

3.  Tell  your  group  the  story  of  your  favorite  Christian  hero 
and  tell  why  you  admire  him. 

VI.  MY  CHURCH  AND  I 

No  intelligent  boy  would  care  to  live  permanently  in  a  city 
that  had  no  churches.  The  Christian  Church  occupies  a  place  of 
first  importance  in  every  American  community.  Churches  are 
as  necessary  and  vital  in  their  realm  as  the  day  schools  are  in 
their  realm  or  as  civil  institutions  are  in  their  realm.  From  them 
emanates  the  organized  and  active  influences  that  make  America 
Christian.  Next  to  the  daily  press  the  Christian  Church  is  the 
most  powerful  determiner  of  public  opinion.  Missions  are  the 
result  of  the  Church.  Hospitals  are  the  result  of  the  Church. 
Organized  charity  is  the  result  of  the  Church.  Christian  colleges 
and  education  are  the  result  of  the  Church.  Most  national  re- 


DEVOTIONAL  TRAINING  PROGRAM 


61 


forms  were  born  in  the  Church.  Then,  if  these  facts  be  so,  every 
boy  that  is  headed  for  a  broad-gauge  useful  life  must  come  to 
understand  the  Church — its  organization,  its  management,  its 
problems,  its  privileges,  its  responsibilities,  and  its  efforts.  Most 
folks  that  we  dislike,  we  dislike  because  we  do  not  understand 
them.  We  do  not  know  them  intimately.  To  a  very  large  extent, 
when  there  is  prejudice  against  the  Christian  Church  it  is  due  to 
lack  of  this  intimate  acquaintance  and  understanding. 

MY  CHURCH  AND  I . Total  Credits—  ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Take  a  course  of  study  on  the  following  topics,  or 
Attend  a  series  of  talks  by  the  Pastor  or  someone  designated 
by  Leader  which  will  include  the  following  subjects: 

a.  Why  Have  a  Church? 

b.  The  Place  of  the  Church  in  a  Boy’s  Life. 

c.  A  Boy’s  Right  Attitude  to  the  Church. 

d.  What  Being  a  Christian  Really  Means. 

Elective  Tests — 25  credits  each  up  to  50 

1.  Write  a  statement  on  Why  a  Boy  Should  Join  the 
Church  and  present  this  to  the  group  for  discussion. 

2.  Take  a  course  of  study  recommended  by  your  denomin¬ 
ation  on  the  organization  and  agencies  of  the  church. 

3.  Contribute  regularly  to  the  support  of  the  church  and  its 
benevolences. 

4.  Name  and  describe  three  movements  in  which  different 
denominations  have  cooperated  toward  a  common  end. 

5.  Assume  some  definite  and  regular  church  responsibility, 
after  careful  conference  with  Pastor  and  Leader. 


VII.  PERSONAL  DEVOTIONS 

Just  as  flowers  respond  to  sunlight,  the  human  heart  responds 
to  devotion  and  worship.  Just  as  exposure  to  sunshine  is  neces¬ 
sary  for  fine,  healthy,  beautiful  plants,  so  exposure  to  God’s 
Spirit  is  necessary  for  helpful,  attractive,  Christian  lives.  God 
is  a  loving  Father.  He  is  tremendously  anxious  to  help.  He 
cannot  unless  we  let  Plim.  Even  Jesus  when  He  was  on  earth  felt 


62 


HANDBOOK  FOR  COMRADES 


the  need  of  a  daily  quiet  hour,  when  He  could  talk  out  His  per¬ 
plexities  and  problems  with  His  Father.  He  went  apart  often 
to  pray. 

Could  there  be  a  better  time  than  just  in  the  morning  quiet, 
x  after  a  recreating  sleep,  with  another  day  of  new  opportunities 
for  service  just  opening?  The  mind  is  clear  and  free  from  the 
distractions  of  the  later  hours.  Is  there  a  better  way  to  start 
another  day  of  growth  and  usefulness  than  to  talk  over  with  God 
the  best  way  of  spending  that  day? 

Is  there  any  doubt  about  the  value  and  real  help  of  such  a 
practice?  The  men  who  have  accomplished  most  in  life  have 
been  men  of  prayer,  who  were  also  familiar  with  God’s  word. 
General  Gordon,  Gladstone,  Sir  Walter  Scott,  Livingstone,  were 
men  of  this  type.  Every  boy  in  training  must  keep  close  to  the 
Master  Trainer.  Jesus  knew  the  real  values  of  life  and  we  must 
remember  He  found  need  of  this  in  His  training. 

Haphazard  Bible  reading,  while  it  is  better  than  none  at  all,  is 
never  very  satisfactory.  It  is  far  better  to  follow  some  definite 
plan.  There  are  many  suitable  books  prepared  for  this  purpose. 
Ask  your  Leader  about  them.  If  your  entire  group  is  not  using 
the  same  study,  he  will  be  able  to  suggest  just  the  one  for  your 
use. 

PERSONAL  DEVOTIONS . Total  Credits— ioo 

REQUIRED  TEST— Maximum  of  Credits— ioo 

Give  some  time  each  day  to  Bible  reading  and,  prayer. 

Your  Leader  will  be  able  to  suggest  numerous  books  and  pam¬ 
phlets  along  this  line,  both  for  study  and  meditation,  that  will 

prove  suggestive  and  helpful. 

VIII.  PERSONALITY  ANALYSIS 

Continue  the  personality  analysis  begun  and  explained  under 
the  Intellectual  Training  Program  and  continued  through  the 
Physical  Program. 

What  are  you  doing  to  secure  proper  and  adequate  religious 
impression  and  then  to  find  proper  channels  for  its  expression  in 
constructive  ways?  Are  you  gradually  rising  to  a  place  of  leader¬ 
ship  or  not?  If  not,  there  is  something  wrong  with  the  activities 


DEVOTIONAL  TRAINING  PROGRAM 


63 


in  which  you  are  engaging.  Are  you  acquiring  self-control?  Real 
leaders  always  have  it.  It  is  the  result  of  health  and  faith  in 
what  is  good,  seasoned  with  personal  convictions.  Are  the  acti¬ 
vities  of  your  daily  life  resulting  in  these  five  admirable  habits? 
(1)  Are  you  conscientious  in  your  efforts  and  in  your  relation¬ 
ships  with  God  and  men?  (2)  Are  you  being  true  to  yourself  and 
your  ideals  and  your  convictions?  You  can  fool  some  of  the 
people  most  of  the  time  and  possibly  most  of  the  people  some  of 
the  time,  but  you  cannot  fool  yourself.  (3)  Can  you  look  your¬ 
self  in  the  eye,  conscious  that  you  are  living  the  very  best  you 
know  how?  (4)  All  these  things  together  tend  to  determine  your 
spirit.  To  say  of  a  man  that  he  is  a  fine-spirited  fellow  is  saying 
a  great  deal,  for  the  spirit  of  your  life  is  the  essence  of  all  you  do 
and  think  and  hope  and  aspire  to.  (5)  Is  your  life  full  and  over¬ 
flowing  with  good  will?  That  is  a  very  severe  test.  Apply  it 
honestly.  It  is  an  accurate  measure  of  your  growth  and  develop¬ 
ment  spiritually. 

PERSONALITY  ANALYSIS . Total  Credits— 100 

REQUIRED  TEST 

1.  Be  awarded  a  maximum  of  50  credits  for  right  attitude 
toward  receiving  for  yourself  a  deep  spiritual  development. 

2.  Be  awarded  a  maximum  of  50  credits  for  the  following 
spiritual  personality  analysis: 

To  what  extent  have  you  developed  in: 

a.  Self-control. 

b.  Leadership. 

c.  Forming  good  habits. 

d.  Conscientious  effort. 

e.  Unselfishness  and  teachableness. 

Note.  10  credits  each  allowed  for  excellent  development,  7  for 
good,  and  3  for  fair. 


CHAPTER  V 


THE  SERVICE  TRAINING  PROGRAM 
AND  ACTIVITIES 

11  Jesus  advanced  in  .  .  .  favor  with  .  .  .  men ” — Luke  2:52. 

11  Thou  shalt  love  .  .  .  thy  neighbor  as  thyself  ” — Luke  10:27. 

As  an  older  boy  grows  older,  the  gang  with  which  he  was  per- 
fectly  satisfied  as  a  younger  lad  no  longer  entirely  satisfies  him. 
He  craves  wider  and  wider  relationships.  He  is  reaching  out 
after  full  citizenship  and  finds  himself  increasingly  interested  in 
whatever  interests  the  whole  community.  He  comes  to  the  place 
where  he,  too,  wants  to  help.  This  is  evidenced  by  the  fact  that 
invariably  a  purposeful  high-class  older  boy  is  interested  in  get¬ 
ting  as  many  suggestions  as  possible  on  how  he  can  be  of  service 
to  the  home,  to  the  school,  to  the  church,  and  to  the  whole  com¬ 
munity  life  about  him.  He  loves  responsibility  and  is  anxious 
to  try  his  hand  at  many  things  in  which  full-fledged  citizens 
interest  themselves.  He  begins  to  think  more  definitely  about 
what  he  is  going  to  do  with  his  life.  He  begins  to  dream  dreams 
and  plan  plans  of  the  definite  things  that  he  is  going  to  accom¬ 
plish  for  the  benefit  of  mankind.  That  is  a  sign  that  he  is  growing 
and  developing.  The  normal  boy  is  tremendously  anxious  to  be 
of  service;  consequently  it  is  at  this  time  that  service  habits 
should  be  formed.  Begin  early  to  have  a  genuine  interest  in  the 
other  fellow. 

The  story  is  told  that  Lincoln  a  few  months  before  his  death 
was  discovered  by  one  of  his  friends  almost  exhausted  after  a  long, 
tedious  day  of  having  listened  to  the  appeals  of  an  endless  line  of 
visitors.  The  friend  protested  that  Lincoln  was  wearing  himself 
out  and  needlessly.  “You  ought  not  let  these  people  take  your 
time  this  way,”  he  said.  Lincoln  answered  that  helping  people 
was  all  the  fun  he  had;  then  he  added:  “When  I  die,  I  want  it 
said  of  me  that  I  plucked  a  thistle  and  planted  a  flower  wherever 
I  thought  a  flower  would  grow.” 


SERVICE  TRAINING  PROGRAM 


65 


Jacob  Riis,  although  born  in  Denmark,  made  a  great  contri¬ 
bution  to  America  in  the  services  that  he  rendered  in  the  course 
of  his  regular  work.  It  was  he  who  first  fought  the  big  city  slum 
and  wiped  out  tenement  after  tenement  by  his  persistent  effort. 
It  was  he  who  fathered  the  great  playground  movement  which 
has  resulted  in  such  helpful  ways.  Constantly  as  he  went  about 
his  work  as  a  newspaper  reporter,  he  was  stimulating  the  good 
and  bringing  about  better  conditions  for  everybody. 

It  is  scarcely  necessary  to  point  out  how  Jesus  demonstrates 
every  phase  of  “good  will”  in  His  life,  work,  and  teaching.  He 
was  a  most  diligent  and  efficient  workman.  “My  Father  work- 
eth  hitherto  and  I  work,”  He  said.  His  personal  goodness  is 
beyond  dispute.  “Which  one  of  you  convicteth  me  of  sin?”  was 
His  challenge  to  His  enemies.  His  attitude  to  social  goodness  is 
expressed  by  others  when  they  said:  “He  went  about  doing  good” 
and  by  Himself  in  the  statement,  “I  am  in  the  midst  of  you  as  he 
that  serveth.” 

No  other  teacher  ever  laid  such  emphasis  as  did  Jesus  upon  the 
necessity  of  right  conduct  in  relation  to  one’s  fellows. 

He  makes  it  the  very  condition  of  judgment  and  destiny. 
“Inasmuch  as  ye  did  it  unto  one  of  the  least  of  these,  ye  did  it 
unto  me.”  He  set  it  up  as  a  fundamental  ideal  in  a  golden  rule  of 
conduct — “Whatsoever  ye  would  that  men  should  do  to  you,  do 
ye  even  so  to  them,”  and  joined  it  to  the  first  great  command¬ 
ment — “Thou  shalt  love  the  Lord  thy  God  .  .  .  and  thy 

neighbor  as  thyself.”  He  made  it  clear  to  His  still-too-selfish 
disciples  that  greatness  consists  not  in  power  and  dominion  over 
others,  but  in  service  to  others. 

“We  live  by  radiation,  not  by  absorption,”  and  the  purpose  of 
the  whole  Service  Training  Program  is  to  help  a  boy  to  train  to 
do  his  part.  The  Kingdom  of  God  on  earth  must  be  built,  and 
no  greater  thing  can  be  said  of  any  boy  than  that  he  trained 
himself  to  serve  others.  Jesus  thought  it  was  worth  while  to  go 
about  everywhere  doing  good. 

I.  HOME  RELATIONSHIPS 

Grover  Cleveland,  on  the  eve  of  his  election  to  the  gover¬ 
norship  of  New  York  State,  wrote  in  a  letter  to  his  brother: 


66 


HANDBOOK  FOR  COMRADES 


“I  have  just  voted  and  I  sit  here  in  the  office  alone.  If  mother 
were  alive,  I  should  be  writing  to  her  and  I  feel  as  if  it  were  time 
for  me  to  write  to  someone  who  will  believe  what  I  write.  .  .  . 

I  shall  have  no  idea  of  reelection  or  of  any  high  political  prefer¬ 
ment  in  my  head,  but  be  very  thankful  and  happy  if  I  serve  one 
term  as  the  people’s  Governor.  Do  you  know  that  if  Mother 
were  alive  I  should  feel  so  much  safer?  I  have  always  thought 
her  prayers  had  much  to  do  with  my  successes.  I  shall  expect 
you  to  help  me  in  that  way.” 

You  are  in  a  position  now  to  show  your  mother  that  fine, 
chivalrous  consideration  that  every  mother  appreciates.  You 
can  now  be  the  escort  and  protector  of  sisters  or  small  brothers 
and  as  you  approach  manhood  you  can  become  more  and  more 
your  father’s  companion  and  his  dependable  helper. 

The  Comrade  is  entering  more  fully  into  partnership  with  the 
other  people  in  the  home.  He  knows  more  about  the  family  bud¬ 
get  than  when  he  was  younger  and  he  can  help  the  family  by 
strict  economy  in  his  own  expenses,  or,  if  necessary,  by  actually 
contributing  to  the  support  of  the  home.  He  will  learn  more  of 
his  father’s  work  and  will,  if  possible,  help  in  it.  This  is  compara¬ 
tively  easy  if  Father  is  a  farmer,  builder,  or  other  outdoor  worker, 
but  much  more  difficult  where  Father’s  work  is  done  away  from 
home.  Even  in  this  case,  however,  every  real  Comrade  will  find 
some  way  of  sharing  in  the  burdens  and  responsibilities  of  the 
family  and  will  take  over  as  his  own  some  definite  duties  about 
the  home. 

Unfortunately,  many  boys  do  not  have  the  privileges  of 
normal  home  life.  Death  of  one  or  both  parents,  divorce,  or  other 
disaster,  social  or  physical,  frequently  steps  in  and  robs  boys  of 
happy  home  relationships.  But  whether  a  boy  lives  in  his  own 
home,  in  an  institution,  in  a  boarding  house,  or  with  distant  rela¬ 
tives,  he  can  study  the  situation,  and  at  least  do  his  part  towards 
making  the  particular  place  where  he  lives  as  nearly  a  good  home 
as  it  can  be  made.  Occasionally  I  see  a  boy  living  in  an  institu¬ 
tion  or  a  boarding  house,  who  comes  nearer  to  helping  maintain 
a  home  atmosphere  where  he  does  live  than  the  boy  who  enjoys  a 
favored  normal  home. 

The  boy  who  doesn’t  make  good  as  a  son  and  as  a  brother  does 


SERVICE  TRAINING  PROGRAM  67 

not  deserve  ever  to  have  a  home  of  his  own,  for  he  is  certain  to 
be  unfit  to  be  a  husband  or  a  father. 

HOME  RELATIONSHIPS . Total  Credits— 300 

REQUIRED  TEST — Maximum  of  Credits — 150 

Give  evidence  that  your  home  spirit  and  relationships  are  of 
high  grade  so  far  as  it  is  in  your  power  to  make  them  so,  and 
Accept  responsibilities  for  regular  home  duties  such  as  chores, 
caring  for  yard,  auto,  chickens,  garden,  animals,  furnace,  or  other 
home  responsibility  assigned  by  parents  to  the  extent  of  several 
hours  of  work  a  week. 

Elective  Tests 

First  Year’s  Choices — 30  credits  each  up  to  150 

1.  With  your  Leader  select  an  open  lot  where  children  and 
young  folks  recreate  near  your  home  and  keep  it  clear  of  tin 
cans,  broken  bottles,  and  similar  rubbish,  for  a  period  of  two 
months. 

2.  Clear  the  grounds  around  the  house  of  all  unsightly 
weeds  and  rubbish  and  keep  yard  clean  for  a  period  of  six 
months. 

3.  Do  the  family  marketing  under  the  direction  of  your 
parents  for  one  month. 

4.  Make  an  accurate  invoice  of  all  salable  articles  in  the 
home  and  estimate  their  present  value,  such  as  a  fire  insurance 
list. 

5.  Keep  your  own  room  or  shop  clean  and  in  order  for  a  six 
months’  period  or  its  equivalent. 

Good  for  10  Credits  Each 

6.  Entertain  boy  friends  in  your  home. 

7.  Help  prepare  for  the  coming  of  friends  in  your  home. 

8.  Take  your  mother  or  father  to  some  pay  entertainment 
for  which  you  provide  the  funds. 

9.  Care  for  the  house  or  the  other  children  in  the  home 
while  parents  are  away. 

10.  Entertain  girl  friends  in  your  own  home. 

Second  Year’s  Choices — 30  credits  each  up  to  150 

1.  Attend  educational  talk  or  a  discussion,  or  read  a  book 
on: 


68 


HANDBOOK  FOR  COMRADES 


What  a  Young  Man  May  Expect  of  a  Home,  and 
What  a  Home  May  Expect  of  a  Young  Man. 

2.  Investigate  the  home  life  of  some  other  race  and  contrast 
its  advantages  and  disadvantages  with  American  home  life 
(oral  or  written). 

3.  Prepare  theoretical  annual  budget  of  your  personal 
expenses. 

4.  Estimate  carefully  total  net  cash  that  could  be  secured 
by  a  forced  sale  of  any  specified  list  of  household  goods  and 
real  estate  or  farm,  animals,  crops,  or  implements. 

5.  Keep  your  own  room  or  shop  clean  and  in  order  for  a  six 
months’  period  or  its  equivalent. 

Good  for  10  Credits  Each 

6.  Entertain  your  group  in  your  home  in  a  simple  way. 

7.  Take  your  mother  or  father  to  some  pay  entertainment 
for  which  you  provide  the  funds. 

8.  Care  for  house  or  the  other  children  in  the  home  while 
parents  are  away. 

9.  Entertain  girl  friends  in  your  own  home. 

Third  Year’s  Choices — 30  credits  each  up  to  150 

1.  Make  a  written  or  oral  statement  to  your  group  on  the 
subject,  An  Employed  Boy’s  Wages;  Do  They  Belong  to  the 
Boy,  the  Parents,  or  Both? 

2.  Meet  some  specific  need  in  your  own  home  at  an  invest¬ 
ment  of  at  least  five  dollars.  This  may  be  books,  pictures, 
plants,  furniture,  or  kitchen  equipment. 

3.  Contribute  regularly  to  the  household  expenses  out  of 
your  earnings. 

Good  for  10  Credits  Each 

4.  Attend  educational  talk  or  a  discussion,  or  read  a  book 
on:  Thrift  in  Relation  to  Home  Life. 

5.  Suggest  five  characteristics  of  ideal  home  life  and  defend 
each. 

II.  FRIENDSHIP  AND  SOCIAL  LIFE 

If  we  are  to  live  happily  in  our  larger  community  family  circle, 
then  one  of  the  things  we  must  learn  early  is  how  to  make  friehds 


SERVICE  TRAINING  PROGRAM 


69 


and  how  to  keep  them.  Have  you  ever  noticed  a  roomful  of 
folks  engaged  in  social  conversation?  At  the  center  usually  is  a 
man  of  fine  personality,  who  feels  perfectly  at  home  with  all  sorts 
of  other  folks  and  he  is  talking  away  on  first  this  subject  and  then 
that,  or  perhaps  reciting  some  personal  experience  or  telling  a 
story.  He  is  popular  because  he  is  friendly  and  sociable.  His 
life  is  full  of  good  will  and  he  is  glad  that  he  is  living.  From  this 
center  the  crowd  grades  off  gradually  until  out  against  the  wall 
are  the  folks  who  seem  ill  at  ease,  have  nothing  to  say  to  anyone, 
and  seem  bored  to  death.  One  of  the  finest  things  that  education 
and  travel  give  a  man  is  the  art  of  feeling  at  home  with  all  sorts 
of  folks  under  extremes  of  condition. 

Then,  too,  some  boys  develop  much  earlier  than  others  an  inter¬ 
est  in  girl  friendships.  Some  boys  are  natural  and  at  ease  when 
mingling  with  their  girl  friends,  and  other  boys  find  it  decidedly 
difficult  to  be  pleasing  and  acceptable.  But  the  boy  who  de¬ 
velops  slowly  in  his  ability  to  mingle  happily  and  presentably 
with  girls  should  neither  avoid  them  nor  feel  overly  embarrassed. 
It  is  not  always  the  boy  with  the  gaudiest  ties  or  the  smoothest 
party  manners  for  whom  girls  have  the  greatest  respect  or  affec¬ 
tion.  In  the  final  analysis,  courtesy,  kindness  of  heart,  physical 
vigor,  and  a  clean  fine  attitude  toward  social  life  in  general,  will 
win  a  boy  all  the  girl  friends  he  needs,  and,  for  a  time  at  least, 
several  good  comradely  girl  companions  may  be  better  for  him 
than  to  give  all  his  attention  quickly  to  one  special  girl. 

“Friendship  is  the  greatest  luxury  of  life,”  but  to  have  friends 
one  must  be  worthy  of  them.  Friendship  is  a  partnership;  you 
must  not  expect  to  have  friends  but  yourself  be  unfriendly.  One 
of  the  finest  things  that  can  be  said  about  any  older  boy  is  to 
characterize  him  as  “a  friendly  fellow.” 

Cultivate  the  fellows  who  know  more  and  are  a  little  better 
than  you. 

FRIENDSHIP  AND  SOCIAL  LIFE . Total  Credits— 100 

REQUIRED  TEST — Maximum  of  Credits — 70 

Who  is  your  boy  friend  or  chum? 

Give  evidence  that  you  enjoy  being  with  a  group  of  other  boys. 

State  clearly  what  the  motives  and  attitude  of  your  gang  are — 
its  social  standard. 


70 


HANDBOOK  FOR  COMRADES 


Have  you  and  your  chums  a  definite  positive  standard  relative 
to  your  relationships  with  girls? 

Elective  Tests 

First  Year’s  Choices — io  credits  each  up  to  30 

1.  Entertain  satisfactorily,  by  telling  stories,  music,  stunts, 
recitations,  and  the  like. 

2.  Attend  two  approved  parties  or  social  evenings  where 
there  are  girls. 

3.  Give  an  occasional  evening  to  some  unpopular  or  unfor¬ 
tunate  boy  who  needs  friendship.  Report  same  confidentially. 

4.  Explain  to  your  group  why  you  do  not  believe  in  a 
double  standard  of  morals. 

5.  Be  graded  for  manners,  courtesy,  and  good  breeding,  as 
follows : 


Excellent,  10;  good,  7;  fair,  3. 

Second  Year’s  Choices — 10  credits  each  up  to  30 

1.  Entertain  by  stories,  music,  or  stunts. 

2.  Attend  two  approved  and  properly  chaperoned  parties  or 
social  evenings,  escorting  girls  to  both  events. 

3.  Attend  a  formal  dinner  or  banquet. 

4.  Give  an  occasional  evening  to  some  unpopular  or  unfor- 
tunate  boy  who  needs  friendship.  Report  same  confidentially. 

5.  Be  graded  for  manners,  courtesy,  and  good  breeding  as 
follows: 

Excellent,  10;  good,  7;  fair,  3. 

6.  Discuss  with  your  group  what  sort  of  a  fellow  you  want 
to  have  go  with  your  sister. 

Third  Year’s  Choices — 10  credits  each  up  to  30 

1.  Entertain  by  stories,  music,  or  stunts  at  regular  meeting 
of  your  own  or  some  other  group. 

2.  Attend  two  approved  and  properly  chaperoned  social 
evenings,  escorting  girls  to  both  events. 

3.  Attend  a  formal  dinner  or  banquet. 


SERVICE  TRAINING  PROGRAM 


7i 

4.  Debate  the  question,  Which  is  more  desirable — friends 
or  money? 

5.  Attend  an  educational  talk  or  a  discussion,  or  read  a  book 
on:  What  Friendship  Involves. 

6.  Read  “Adventures  in  Friendship,”  by  Grayson. 

7.  Participate  in  a  “Campaign  of  Friendship”  among  the 
boys  of  the  high  school. 

8.  Be  awarded  a  maximum  of  ten  credits  as  follows: 

Are  you  considered  by  your  group  as  a  thoroughly 
friendly  fellow? — 10. 

Are  you  considered  by  your  group  as  approachable  but 
not  an  especially  friendly  fellow? — 7. 

Are  you  considered  by  your  group  as  '‘'square”  but 
difficult  to  know  well? — 3. 

9.  Discuss  with  your  group  the  sort  of  girl  you  propose  to 
find  for  your  future  wife. 

III.  COMMUNITY  RELATIONSHIPS 

The  War  has  made  of  every  community  a  family.  We  have 
discovered  as  a  whole  nation  what  some  men  have  been  telling  us 
for  years,  that  we  can  do  anything  that  ought  to  be  done  in  any 
community  if  we  will  but  agree  to  do  it  together.  It  is  certainly 
true  that  it  is  impossible  for  any  man  to  “live  unto  himself  or  die 
unto  himself.”  What  we  do  and  what  we  are  affects  every  other 
person  in  the  community  in  which  we  live.  If  we  have  a  dirty, 
unkept,  unsightly  yard  that  is  unsanitary,  it  not  only  becomes  a 
danger  to  our  own  health  but  to  our  neighbors  for  a  whole  block 
away.  If  we  have  a  clean,  tidy,  well-kept  yard,  everyone  else 
benefits  from  it  and  is  led  to  go  and  do  likewise.  Just  so  in  every 
realm  of  our  lives.  If  our  characters  and  our  work  are  all  they 
ought  to  be,  we  are  welcomed  into  any  community;  if  they  are 
not,  we  find  ourselves  unwelcome.  No  boy  can  any  longer  “do  as 
he  pleases”;  he  must  constantly  consider  other  folks  all  about 
him. 

It  is  a  splendid  thing  for  an  older  boy  to  become  a  community 
booster,  for  it  is  this  community  spirit,  this  “help  the  other  fel¬ 
low”  idea,  that  brings  any  town  or  city  to  the  front.  I  know  of 


72 


HANDBOOK  FOR  COMRADES 


two  large  cities  not  an  hour’s  ride  apart;  one  has  caught  the  idea 
of  proper  community  relationships  on  the  part  of  everyone — 
man,  woman,  and  child.  As  a  result  it  is  a  clean,  tidy,  well- 
managed,  healthful  city.  The  other  city  is  “dead.”  No  one  cares; 
trash  and  rubbish  litter  the  streets;  the  sanitary  conditions  are 
not  good ;  the  city  is  split  up  into  sections  that  are  always  fighting 
one  another.  The  boys  on  one  side  of  the  river  won’t  associate 
with  the  boys  on  the  other.  One  high  school  cannot  engage  in 
athletic  contests  with  the  other  high  school,  because  they  invari¬ 
ably  fight.  Often  citizens  of  this  town  apologize  for  living  in  it 
and  explain  that  it  is  only  because  of  necessity  that  they  stay  at 
all.  Would  you  care  to  live  in  that  sort  of  a  town?  I  am  sure 
you  would  not. 

Community  life  is  the  sum  total  of  all  the  individual  lives  that 
are  in  it.  Therefore,  the  kind  of  a  life  a  boy  lives  will  either  raise 
or  lower  the  level  of  the  life  in  the  community.  The  man  who 
penned  the  following  lines  had  the  right  idea:  “I  pass  this  way 
but  once,  therefore  any  goodness  that  I  may  do,  any  flowers  I 
may  plant,  any  smiles  that  I  may  provoke,  any  gladness  that  I 
may  bring,  any  burden  that  I  may  bear  for  my  fellow-man,  will 
make  my  own  life  a  greater  satisfaction.” 

“William  H.  Baldwin,  Jr.,  of  the  famous  locomotive  works, 
was  an  exceedingly  busy  railway  man,  but  he  was  seldom  too 
busy  to  lend  a  helping  hand  to  one  in  need.  From  the  window  of 
an  elevated  train,  he  saw  upon  the  street  the  white  face  of  a 
child  that  had  in  it  an  appeal  of  suffering  he  could  not  resist.  He 
abruptly  left  the  train  and  found  that  the  child  needed  hospital 
treatment.  Then  he  was  not  satisfied  until  the  child  was  safely 
lodged  with  proper  care  in  a  hospital.  Baldwin  heard  that  a 
Woman  had  been  committed  unjustly  to  a  New  York  State 
prison.  He  found  convincing  evidence  of  her  innocence  and 
obtained  her  pardon  from  Theodore  Roosevelt,  then  Governor. 
On  an  European  trip  he  found  a  distressed  woman  with  a  sick 
child.  Her  stateroom  accommodations  were  poor.  His  own 
spacious  quarters  became  at  once  uncomfortable  to  him  and  he 
gave  them  up  to  the  mother  and  child.” 

The  whole  of  America  needs  men  like  William  H.  Baldwin.  If 
we  are  to  have  them  ten  years  from  now  they  must  be  “in  training 
now.” 


SERVICE  TRAINING  PROGRAM  73 

COMMUNITY  RELATIONSHIPS . Total  Credits— 100 

REQUIRED  TEST — Maximum  of  Credits — 50 

Render  some  specific  community  service  suggested  by  your 
Leader,  and 

Contribute  at  least  five  dollars,  all  of  which  you  have  earned 
during  the  year,  to  some  worthy  cause  dealing  directly  with  the 
boy-life  of  the  world. 

Elective  Tests 

First  Year’s  Choices — 25  credits  each  up  to  50 

1.  Be  a  working  member  of  some  community  organization 
whose  objective  is  service  or  community  betterment;  for 
example,  a  High  School  Club,  whose  purpose  js  “To  create, 
maintain,  and  extend  through  the  school  and  community  high 
standards  of  Christian  character,”  or  the  Employed  boys’ 
Brotherhood,  whose  purpose  is  “To  unite  Employed  Boys  to 
strive  for  their  own  higher  self-realization  and  in  the  spirit  of 
Christ  to  use  these  larger  abilities  in  service  to  other  Employed 
Boys  and  the  community.” 

2.  Assist  in  some  public  entertainment. 

3.  Join  with  other  boys  in  helping,  without  charge,  to  har¬ 
vest  the  crops  or  do  other  work  of  sick  or  disabled  neighbor. 

4.  Make  a  definite  sacrifice  in  time,  money,  or  labor,  for 
someone  more  needy  then  yourself. 

Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  The  same  as  number  1,  First  Year. 

2.  Help  to  promote  and  develop  a  corner  lot  into  a  baseball 
diamond  or  tennis  court  for  use  of  boys  of  neighborhood. 

3.  Assist  the  local  improvement  association  in  some  task  of 
neighborhood  betterment. 

4.  Know  and  locate  twenty  prominent  public-spirited  citi¬ 
zens  in  the  county,  give  business  relations  of  each,  and  indicate 
how  they  are  helpful  to  the  community. 

5.  Assist  in  keeping  at  least  one  mile  of  road  in  shape,  or  an 
equivalent  of  twelve  hours’  work  on  public  highway  without 
pay. 

6.  Make  a  definite  sacrifice,  in  time,  money,  or  labor,  for 
someone  more  needy  than  yourself. 


74 


HANDBOOK  FOR  COMRADES 


Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  The  same  as  number  1,  First  Year. 

2.  Promote  and  develop  a  corner  lot  into  a  baseball  diamond 
or  tennis  court  for  use  of  boys  of  neighborhood. 

3.  Assist  a  sectional  improvement  association  in  some  task 
for  neighborhood  betterment. 

4.  Know  and  locate  twenty  prominent  public-spirited  citi¬ 
zens  in  your  county,  give  business  relations  of  each,  and  indi¬ 
cate  how  they  are  helpful  to  the  community. 

5.  Conduct  in  the  group  a  discussion  to  bring  out  the  ten 
leading  ways  in  which  employed  or  high  school  boys  spend 
their  leisure  time. 

6.  Make  a  definite  sacrifice,  in  time,  money,  or  labor,  for 
someone  more  needy  than  yourself. 

7.  Supervise  the  raising  of  funds  for  the  relief  of  a  poor 
family  by  the  purchase  of  supplies  and  fuel  for  one  month  from 
funds  collected  for  that  purpose  by  you  or  your  group. 

8.  Join  with  other  men  and  boys  in  helping  harvest  the 
crops  or  do  other  necessary  work  of  sick  or  disabled  neighbor. 

)• 

IV.  CITIZENSHIP 

Developing  right  community  relations  is  one  of  the  finest 
preparations  for  citizenship.  It  is  applying  the  principles  we 
have  been  talking  about  to  state  and  nation,  as  well  as  to  your 
community.  It  is  a  splendid  thing  to  be  a  good  local  citizen;  it 
is  a  still  more  splendid  thing  to  be  a  good  state  citizen;  it  is  a 
greater  thing  yet  to  be  an  intelligent  worthy  national  citizen,  for 
only  as  the  nation  is  strong  and  well  supported  can  the  state  and 
individual  community  thrive.  It  is  the  duty  of  every  loyal  citi¬ 
zen  to  be  intelligent  about  his  government.  He  should  begin 
early  to  develop  an  interest  and  opinion  based  on  careful  infor¬ 
mation  concerning  national  issues,  so  that  when  he  becomes  old 
enough  to  vote  he  can  do  so  for  the  betterment  of  the  whole 
nation. 

American  citizenship  is  a  priceless  possession.  Any  man  who 
treats  it  lightly  or  refuses  to  accept  the  obligations  and  responsi¬ 
bilities  it  imposes  upon  him  should  be  deprived  of  it.  As  an 
American  citizen,  you  are  a  member  of  one  of  the  greatest  cor- 


SERVICE  TRAINING  PROGRAM 


75 


porations  on  earth.  You  should,  therefore,  be  eager  to  gain  as 
much  insight  into  the  affairs  of  this  corporation  as  your  time  and 
opportunity  afford.  While  American  history  is  resplendent  with 
noble  deeds,  there  is  no  doubt  that,  with  the  new  world  responsi¬ 
bilities  settled  upon  us  as  a  result  of  the  War,  we  must  have  in 
the  future  even  a  higher  type  of  citizenship  and  this  standard 
must  be  much  more  general  than  in  the  past. 

The  following  tests  are  offered  as  a  suggestive  guide  as  to  what 
sort  of  information  and  training  you  need  to  make  you  a  worthy 
citizen. 

CITIZENSHIP . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Read 

“The  Making  of  an  American,” — Jacob  Riis,  or  “The  Govern¬ 
ment,  What  It  Is  and  What  It  Does” — Clark,  or  “An  American 
in  the  Making” — Abbott,  or  equivalent. 

Elective  Tests 

First  Year’s  Choices — 25  credits  up  to  50 

1.  Attend  a  primary  election. 

2.  Attend  two  sessions  of  City  Council. 

3.  Attend  two  sessions  of  any  regular  court. 

4.  Attend  educational  talk  or  a  discussion,  or  read  a  book 
on  Taxes  and  What  Becomes  of  Them. 

5.  Visit  with  an  adult  a  County  Court  House,  and  have  the 
various  departments  explained. 

6.  Visit  a  public  institution,  such  as  jail,  reform  school,  poor 
farm,  or  insane  asylum. 

Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  Assist  in  the  conduct  of  a  demonstration  of  a  state  or 
national  election  in  the  school. 

2.  Assist  in  a  trial,  reproducing  actual  court  procedure,  in 
the  school  or  group. 

3.  Visit  the  State  Capitol. 

4.  Visit  the  National  Capitol. 

5.  Give  a  written  or  oral  report,  in  the  group,  of  the  three 
views  regarding  any  local  or  nearby  strike  or  lockout;  that  is, 
the  strikers’  view;  the  employer’s  view;  the  sentiment  of  the 
public. 


76  HANDBOOK  FOR  COMRADES 

Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  Take  part  in  a  demonstration  of  a  state  or  national  elec¬ 
tion  and  mock  trial,  conducted  in  the  group  or  school  under 
real  legal  leadership. 

2.  Attend  educational  talk  or  a  discussion,  or  read  a  book 
on  some  national  problem,  such  as: 

a.  The  Immigrant  Problem,  or 

b.  The  Negro  Problem,  or 

c.  Cooperation  between  Capital  and  Labor. 

3.  Take  equivalent  of  one  year’s  work  in  Civil  Government, 
or  pass  Civil  Service  examination  for  some  government  posi¬ 
tion. 


V.  TRAINING  FOR  SERVICE 

Human  beings  are  so  closely  bound  together  by  the  ties  of  need 
in  this  old  world  that  our  only  excuse  for  staying  in  it  is  our 
willingness  and  ability  to  serve — to  help  the  other  fellow.  Then, 
too,  the  thrill  of  real  joy  comes  only  to  those  who  serve.  It  is 
a  thrill  that  leaves  no  sting  behind  it,  a  thrill  that  nothing  can 
efface. 

You  have  been  working  out  an  all-round  program;  laying  the 
foundations  of  a  strong  personality.  Now  you  are  reaching  the 
place  where  your  own  special  contribution  to  the  social  life  of 
which  you  form  a  part  is  ready  for  expression.  You,  perhalps,  are 
feeling  that  you  would  like  to  be  prepared  for  the  day  when  oppor¬ 
tunity  is  going  to  knock  hard  at  your  door  with  a  call  to  service. 
If  you  act  on  that  feeling,  you  have  justified  your  existence. 

A  desire  to  save  life  is  good,  but  it  takes  training  to  be  ready. 
A  First-Aid  Course  may  make  life  possible  for  some  man  or 
woman.  A  desire  to  lead  a  group  of  younger  fellows  to  richer, 
all-round  development  is  commendable,  but  such  work  takes 
training.  A  teacher  training  course  might  make  it  possible  for 
you  to  help  some  smaller  chaps  to  lives  of  strength  and  virility. 
A  desire  to  train  folks  in  recreation  is  good.  A  story-telling 
course  or  a  course  in  recreational  leadership  would  equip  you  for 
many Jittle  services  to  the  sick  and  needy. 


SERVICE  TRAINING  PROGRAM 


77 


You  may  not  be  an  easy  “mixer”;  you  may  not  be  strong  on 
entertaining;  you  may  think  there  is  no  place  for  you  in  the 
realm  of  service;  that  very  training  might  prove  to  be  a  process 
of  self-discovery  for  you,  as  it  has  in  many  other  cases. 

As  a  boy,  Lincoln  always  said,  “I  will  get  ready,  maybe  my 
chance  will  come.”  It  came.  And  it  would  have  come  just  the 
same  whether  he  was  ready  or  not,  only  the  results  would  have 
been  different;  it  would  have  meant  failure  instead  of  success. 
Get  some  special  training  and  when  your  chance  comes  you  will 
be  ready. 

TRAINING  FOR  SERVICE . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Give  evidence  that  you  are  training  for  service  in  special  study 
and  practice  groups. 

Elective  Tests 

First  Year’s  Choices — 25  credits  each  up  to  50 

1.  Attend  a  given  course  of  teacher  training  covering  the 
field  of  teaching  boys. 

2.  Take  regular  course  in  First  Aid  to  the  Injured. 

3.  Assist  regularly  with  a  group  of  younger  boys  as  a  gym¬ 
nasium  leader,  assistant  Scoutmaster,  athletic  coach,  Sunday 
school  teacher,  or  camp  leader. 

4.  Complete  one  year  of  high-class  physical  education  ac¬ 
ceptable  to  the  Leader. 

Second  Year’s  Choices — 25  credits  each  up  to  50 

1.  Attend  a  course  of  study  on  Leadership  of  Bible  Study 
Groups. 

2.  Lead  a  group  of  younger  boys  on  hikes,  or  in  group  games, 
or  coach  them  in  team  games  or  track. 

3.  Attend  a  training  conference  or  training  camp  especially 
conducted  for  older  boys. 

4.  Attend  a  summer  school  of  work  with  boys. 

Third  Year’s  Choices — 25  credits  each  up  to  50 

1.  Attend  a  course  of  study  on  Leadership,  where  topics 
like  the  following  will  be  taught: 


78 


HANDBOOK  FOR  COMRADES 


a.  Preparation  for  Sunday  School  Teaching  or  Y.M. 
C.  A.  Work. 

b.  Preparation  for  Boy  Scout  Work. 

c.  Preparation  for  Playground  Work. 

d.  Preparation  for  Swimming  Instruction  and  Super¬ 
vision. 

e.  Preparation  for  Athletic  Coaching. 

f.  Preparation  for  Camp  Leadership. 

g.  Preparation  for  Boys’  Club  Work. 

2.  Put  your  Service  Training  into  operation  in  a  given  group 

to  the  satisfaction  of  your  Leader. 

VI.  CHOOSING  A  LIFE  WORK 

Are  you  determined  to  make  a  life,  or  are  you  going  to  be 
perfectly  satisfied  with  making  a  living?  Are  you  going  to 
“invest”  your  life,  or  are  you  going  to  keep  it  and  just  eke  out  an 
existence?  Vast  numbers  of  folks  never  live  at  all;  they  merely 
exist.  If  you  were  like  the  proverbial  old  cat  and  had  nine  lives, 
you  might  feel  that  you  could  afford  to  experiment  with  two  or 
three  of  them,  but  you  are  not  like  her  at  all.  You  have  but 
one  life.  What  are  you  going  to  do  with  it?  Your  decision  is  of 
the  utmost  importance.  “Happy  is  the  man  that  has  found  his 
work  in  the  world.”  The  world  is  full  of  round  men  in  square 
jobs  and  of  square  men  in  round  jobs.  One  of  the  tragedies  of 
life  is  the  army  of  misfits:  doctors  who  ought  to  have  been  mer¬ 
chants;  merchants  who  ought  to  have  been  farmers;  farmers 
who  ought  to  have  been  preachers;  preachers  who  ought  to 
have  been  advertisers,  and  so  on.  Every  man  is  better  fitted  to 
do  certain  kinds  of  work  than  others — that  is,  in  all  probability, 
he  will  accomplish  more  in  a  given  time  with  a  given  amount  of 
energy  in  a  given  direction  than  he  would  in  some  other  direction. 

This  matter  of  choosing  a  life  work  is  peculiarly  important  to 
the  boy  who  has  already  left  school  and  is  out  in  the  great  maze 
of  the  world’s  work,  trying  to  find  his  place.  One  of  the  first 
principles  he  should  recognize  is  that  any  person’s  vocation  has 
two  functions — first,  one’s  daily  work  is  the  means  by  which  he 
earns  his  living  and  this  is  very  important  for  his  own  sake  and 
that  of  certain  other  people.  The  Bible  itself  makes  a  strong  state- 


SERVICE  TRAINING  PROGRAM 


79 


ment  on  this  matter:  “But  if  any  provideth  not  for  his  own,  and 
especially  his  own  household,  he  hath  denied  the  faith  and 
is  worse  than  an  unbeliever”  (i  Tim.  5:8).  No  man  wants  to  be 
dependent  on  others,  and  he  has  a  right  to  want  to  make  a 
reasonable  income. 

But  one’s  vocation  is  also  the  method  by  which  he  makes  his 
particular  contribution  to  the  work  of  the  world,  that  great  mass 
of  labor  which  must  be  performed  every  day  in  the  year,  if 
houses  are  to  be  built,  food  produced,  transportation  systems 
maintained,  clothing  prepared,  and  the  young  taught.  Any  per¬ 
son  who  is  protected  by  clothing  and  shelter  and  partakes  of 
food,  owes  to  the  world  his  share  of  the  labor  necessary  to  pro¬ 
duce  these  things. 

With  these'  two  great  motives  in  mind,  any  boy  may  well 
study  most  carefully  to  discover  what  are  his  capacities  and 
interests.  Most  boys  discover  on  careful  study  that  they  have 
what  may  be  called  main  lines  of  ability  and  interest.  Each  will 
have  also  one  or  two  side  lines.  It  is,  of  course,  extremely  im¬ 
portant  to  earn  one’s  living  and  make  his  contribution  to  the 
world’s  work  through  one’s  main  line  rather  than  a  side  line,  just 
as  in  an  athletic  meet  a  boy  enters  that  event  or  those  events  in 
which  he  has  outstanding  ability.  Some  of  the  most  unfortunate 
people  we  know  are  those  who  are  trying  to  earn  their  living  in 
a  kind  of  work  which  should  have  been  distinctly  a  side  line  in 
their  lives.  Many  a  boy  would  be  happier  and  earn  more  money 
working  at  a  mechanical  trade  and  playing  in  the  village  band  or 
orchestra  than  by  trying  to  earn  his  living  in  a  musical  occupa¬ 
tion.  His  musical  ability  is  just  enough  to  give  himself  and  his 
friends  pleasure  and  just  limited  enough  to  make  him  a  failure 
as  a  professional  musician.  This  is  a  serious  matter  for  the  boy 
himself,  his  parents,  and  his  leaders,  but  when  a  boy  attacks  this 
problem  intelligently  with  the  help  of  modern  science,  he  makes 
a  reasonably  certain  decision  as  to  what  his  life  work  ought  to  be. 
Both  the  boy  in  school  and  the  employed  boy  must  face  this 
question;  one  may  have  a  little  more  time  than  the  other  to  con¬ 
sider,  but  both  should  learn  early  to  locate  what  is  referred  to 
elsewhere  in  this  test  as  his  vocational  tendency.  Having  done 
that,  the  selection  of  the  exact  occupation  is  not  a  particularly 
difficult  task. 


8o 


HANDBOOK  FOR  COMRADES 


CHOOSING  A  LIFE  WORK  . . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 50 

Make  a  list  of  twenty  vocations;  talk  with  representatives  of 
ten  of  these  about  their  life  work  and  describe  to  the  group  the 
two  that  interest  you  most.  ^ 

Elective  Tests 

First  Year’s  Choices — 10  credits  each  up  to  50. 

1.  Attend  educational  talk  or  discussion  or  read  a  book  on: 
Principles  in  Choosing  a  Life  Work. 

2.  Make  a  list  of  ten  trades  and  five  professions  and  know 
what  each  involves. 

3.  Read  any  standard  book  on  vocational  guidance  such  as 
are  listed  on  page  317  of  this  handbook. 

4.  Carry  through  to  completion  to  the  satisfaction  of  the 
Leader ,  any  one  of  the  projects  promoted  by  the  Government 
through  its  Agricultural  Club  Movement. 

5.  Read  pamphlet,  “Where  Will  You  Be  Ten  Years  from 
Today?”  Association  Press,  10  cents;  or  its  equivalent. 

6.  Fill  out  a  “Self-Analysis  Blank”  and  determine  your  voca¬ 
tional  direction.  (Secure  from  your  denominational  house,  or 
Association  Press,  347  Madison  Avenue,  New  York  City.) 

7.  Talk  with  four  men,  each  representing  one  of  the  trades 
or  professions  in  which  you  are  most  interested,  as  to  the 
advantages  and  disadvantages  of  their  respective  life-callings, 
also  the  opportunity  each  offers  for  real  service. 

Second  Year’s  Choices — 10  credits  each  up  to  50 

1.  Attend  an  educational  talk  or  a  discussion  or  read  a  book 
on  What  Constitutes  a  Christian  Calling. 

2.  Read  “Profitable  Vocations  for  Boys,”  Weaver,  Chapters 
2  to  6. 

3.  Carry  through  to  completion  to  the  satisfaction  of  the 
Leader ,  any  one  of  the  projects  promoted  by  the  Government 
through  its  Agricultural  Club  Movement. 

4.  Fill  out  a  “Christian  Callings  Self-Analysis  Blank”  and 
determine  your  vocational  direction.  (Secure  from  your  de¬ 
nominational  house,  or  Association  Press,  347  Madison  Ave¬ 
nue,  New  York  City.) 


SERVICE  TRAINING  PROGRAM 


81 


5.  Talk  with  four  men,  each  representing  one  of  the  trades 
or  professions  in  which  you  are  most  interested,  as  to  the 
advantages  and  disadvantages  of  their  respective  life-callings, 
also  the  opportunity  each  offers  for  real  service. 

6.  Attend  a  Life-Work  Conference  as  promoted  by  the 
Young  Men’s  Christian  Association  or  a  church  denominational 
board. 

Third  Year’s  Choices — 10  credits  each  up  to  50 

1.  Attend  an  educational  talk  or  a  discussion,  or  read  a  book 
on  The  Constant  Need  for  Educational  and  Religious  Leader¬ 
ship. 

2.  Carry  through  to  completion  to  the  satisfaction  of  the 
Leader ,  any  one  of  the  projects  promoted  by  the  Government 
through  its  Agricultural  Club  Movement. 

3.  Attend  a  discussion  on  the  subject,  How  Can  a  Boy  De¬ 
termine  in  which  of  the  Main  Branches  of  Human  Effort  He 
has  the  Most  Ability  (Humanic — Literary — Commercial — 
M  anagerial — Scientific — M  echanical — Artistic)  ? 

4.  In  ten  minutes  tell  what  vocation  you  are  planning  to 
enter  and  why. 

5.  Use  Self-Analysis  Blank  as  directed  by  Leader  or,  if  self- 
analysis  has  been  made  previously,  check  up  with  vocational 
specialist  on  previous  analysis  and  present  progress  in  voca¬ 
tional  choice  and  education. 

VII.  WORLD  BROTHERHOOD 

“I  will  place  no  value  on  anything  I  have  or  may  possess  ex¬ 
cept  in  relation  to  the  Kingdom  of  Christ.  If  anything  will 
advance  the  interests  of  that  Kingdom  it  shall  be  given  away  or 
kept,  only  as  by  the  giving  or  keeping  of  it  I  shall  most  promote 
the  glory  of  Him  to  whom  I  owe  all  my  hopes  in  time  and  eter¬ 
nity.”  So  wrote  one  of  the  greatest  of  the  world’s  heroes — Davidv 
Livingstone.  Little  did  David  Livingstone  suppose  that,  in  less 
than  one  hundred  years  after  he  gave  himself  to  Africa,  Africa, 
the  Dark  Continent,  would  be  giving  herself  in  a  world  war, 
allied  with  other  nations  in  upholding  against  autocracy  the  very 
principles  for  which  Livingstone  gave  his  life. 


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First,  the  world  became  a  neighborhood  as  explorers  and 
missionaries  and  merchants  and  travelers  went  farther  and 
farther  into  the  dark,  out-of-the-way  places,  taking  with  them 
the  story  of  modern  science  and  Jesus’  way  of  living.  All  the 
races  of  the  world  have  now  mixed  until  today  the  world  is  a 
growing  brotherhood.  America,  especially,  has  become  a  great 
melting-pot  of  races  and  offers  special  opportunity  for  learning 
our  real  brotherhood. 

Some  one  has  said  that  if  you  wish  to  read  the  history  of  the 
human  family,  you  must  read  great  biographies.  The  progress 
of  mankind  can  best  be  traced  through  a  study  of  the  lives  of  its 
leaders.  We  all  have  a  hero;  we  admire  tremendously  the  man 
who  accomplishes  great  things — whether  it  be  the  building  of  a 
mighty  ship,  the  manufacture  of  an  intricate,  delicately  adjusted 
instrument,  the  relieving  of  human  suffering,  the  elevating  of  a 
nation’s  ideals,  or  the  caring  for  the  world’s  poor  and  neglected. 
In  all  the  realms  of  achievement  there  have  been  no  greater  con¬ 
tributions  made  to  the  Kingdom  of  God  on  earth  than  have  been 
made  by  the  scores  of  outstanding  missionary  heroes.  They 
have  been  the  advance  guard  of  civilization.  They  have  made 
possible  the  present  world  outlook.  What  a  pity,  then,  for  a  boy 
to  grow  up  and  not  know  in  a  personal,  intimate  way  the  lives 
and  achievements  of  these  men. 

WORLD  BROTHERHOOD . Total  Credits— ioo 

REQUIRED  TEST — Maximum  of  Credits — 60 

Name  all  the  various  races  of  people  that  are  now  so  largely 
represented  in  America  and  suggest  to  the  group  definite  ways  in 
which  our  relations  to  them  will  more  quickly  bring  about  a  more 
perfect  world  brotherhood. 

Take  a  course  of  study  in  the  church  school  or  elsewhere 
covering  home  and  foreign  missions  and  contribute  regularly  to 
some  specific  cause  directly  connected  with  the  missionary  enter¬ 
prise. 

Elective  Tests — 20  credits  each  up  to  40 

1.  Discuss  before  the  group  how  Christianity  compares 
with  other  movements  working  for  world  brotherhood. 

2.  Discuss  before  the  group  which  would  bring  world 
brotherhood  about  more  quickly:  a  world-wide  acceptance  of 


SERVICE  TRAINING  PROGRAM  83 

the  Sermon  on  the  Mount  as  a  basis  for  personal  behavior,  or 
an  operative  League  of  Nations. 

3.  Discuss  or  read  and  report  on  the  topic:  Is  Bolshevism 
an  Ally  or  an  Enemy  t6  World  Brotherhood? 

VIII.  PERSONALITY  ANALYSIS 

At  this  point  we  will  conclude  the  Personality  Analysis.  Grade 
yourself  carefully  on  the  following  abstract  headings: 

Are  you  keen  to  serve  your  fellowmen  in  whatever  way  pre¬ 
sents  itself?  Do  you  volunteer  or  do  you  have  to  be  drafted  into 
volunteer  service  of  all  kinds?  Are  you  loyal  to  the  best  you 
know,  loyal  to  yourself,  your  folks,  your  God?  Are  you  growing 
in  genuine  friendliness?  Do  you  play  a  team  game?  Do  you 
actually  assume  responsibility?  Are  you  growing  in  your  appre¬ 
ciation  of  what  real  democracy  is?  Are  you  more  democratic 
than  you  were  a  year  ago? 

These  are  fundamental  questions  that  are  worth  thinking 
about  and  checking  yourself  up  on. 

PERSONALITY  ANALYSIS . Total  Credits— 100 

REQUIRED  TEST 

1.  Be  awarded  a  maximum  of  50  credits  for  right  attitude 
toward  securing  for  yourself  a  social  and  service  development. 

2.  Be  awarded  a  maximum  of  50  credits  for  the  following 
service  personality  analysis: 

To  what  extent  have  you  developed  in: 

a.  Loyalty  (to  ideals,  friends,  school,  group,  city,  and 
nation). 

b.  True  sociability. 

c.  Self-sacrifice  and  service. 

'  d.  Discharging  responsibility, 
e.  Essential  democracy. 

Note.  10  credits  each  allowed  for  excellent  development,  7  for 
good,  and  3  for  fair. 


CHAPTER  VI 


THE  SERVICE  RECOGNITIONS 

» 

Service  is  the  very  heart  of  our  Program.  It  is  the  keystone 
in  the  arch  of  worth-while  living.  Every  boy  should  form  the 
habit  of  unselfish  service  to  others.  A  boy  may  be  unusually 
bright  mentally;  may  have  a  splendid  physical  development; 
may  attend  public  worship,  church  school,  and  all  those  things ;  may 
even  be  considered  thrifty  and  broad-minded  and  yet  not  be  intel¬ 
ligently  interested  in  serving  others.  With  this  in  mind  and 
with  the  firm  conviction  that  a  very  large  percentage  of  boys 
may  easily  be  led  into  forming  service  habits,  the  Service  Recog¬ 
nitions  are  given  a  very  important  place  in  this  Program. 

Service  tasks,  especially  as  they  apply  to  boys,  group  them¬ 
selves  pretty  well  into  six  classes :  service  rendered  to  individuals 
(Personal  Service ),  service  rendered  to  the  home  and  the  home 
folks  (Home  Service ),  service  rendered  to  the  church  and  its 
organizations  (Church  Service ),  service  rendered  to  the  school  or 
place  of  employment  (School  or  Employment  Service ),  service 
rendered  to  general  groups  or  to  the  municipality  (Community  Ser¬ 
vice),  service  rendered  to  your  personal  group  or  club  or  class 
(Group  Service).  A  great  many  service  tasks,  practical  for  all 
sorts  of  boys,  are  here  classified  under  each  heading.  In  some 
cases  it  may  be  necessary  for  the  Leader  to  arrange  even  more 
choices  in  order  to  meet  the  requirements  of  his  particular  lo¬ 
cality.  If  this  should  be  the  case,  great  care  should  be  taken  to 
supply  tests  of  equal  value  to  the  ones  offered  here. 

For  each  one  of  these  rather  clearly  defined  groups  of  service 
a  Service  Recognition  numeral  is  offered.  (See  chapter  on  Insignia 
p.  413.)  This  recognition  should  be  worn  in  the  vacant  square  pro¬ 
vided  in  the  very  center  of  the  insignia,  but  must  not  be  worn 
until  the  requirements  of  at  least  one  of  the  types  of  service  have 
been  fully  met.  It  should  be  clearly  understood  that 
this  addition  to  the  insignia  is  not  a  reward  for  service 
rendered,  but  a  recognition  of  service  rendered.  The  boy  or 
group  which  is  not  vitally  interested  in  rendering  service  must 


SERVICE  RECOGNITIONS 


85 


wear  a  blank  square  at  the  heart  of  the  emblem.  The  numera. 
worn  indicates  the  total  number  of  types  of  service  renderedl 
For  instance,  if  the  boy  has  rendered  all  the  required  service 
under  head  of  Home  Service  and  Service  to  the  Group  he  is  entitled 
to  wear  the  numeral  2.  If  he  should  render  all  the  required  ser¬ 
vice  suggested  under  all  the  headings,  he  would  be  entitled  to 
wear  the  numeral  6. 

In  the  case  of  group  insignia  the  numerals  used  will  be  the 
sum  total  of  all  the  individual  Service  Recognition  numerals  of  all 
the  members  of  the  group.  These  might  total  twenty-one  or 
seventy-five,  according  to  the  size  of  the  group  and  the  emphasis 
that  is  placed  on  service. 

- 

1.  Personal  Service 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Rendered  ten  hours  of  personal  service  to  sick,  lame, 
blind,  or  to  small  children  not  in  your  own  family  without 
receiving  pay  for  same. 

b.  Rendered  acknowledged  personal  service  in  accident, 
fire,  wreck,  runaway,  or  panic. 

c.  Returned  lost  article  to  rightful  owner. 

d.  Personally  helped  auto  driver,  teamster,  or  pedestrian 
in  any  sort  of  trouble  on  the  road,  street,  or  in  the  country. 

e.  Contributed  from  your  funds  at  least  one  dollar  to  help 
some  unfortunate  individual  personally  known  to  you,  or 
aided  some  unfortunate  in  securing  work,  clothes,  or  food. 

2.  Home  Service 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Rendered  ten  hours  of  special  home  service  in  putting 
in  coal,  wood,  picking  fruit,  canning  fruit  or  vegetables, 
house-cleaning,  painting,  or  remodeling  other  than  pre¬ 
scribed  by  regular  tests,  without  pay. 

b.  Cared  for  younger  brothers  or  sisters  eighteen  hours 
during  absence  or  sickness  of  parents  other  than  prescribed 
by  regular  tests. 


86 


HANDBOOK  FOR  COMRADES 


c.  Aided  in  the  support  of  the  home  from  your  own  earn¬ 
ings  (spirit  of  the  test  to  be  honestly  observed). 

d.  Kept  your  own  room  or  shop  clean  and  in  order  for  a 
six  months’  period  or  its  equivalent. 

e.  Aided  in  some  humble  home  duty  at  least  once  a  day 
for  six  months’  period,  or  aided  with  washing  once  a  week 
for  a  like  period  ;  or 

Watered  lawn  and  garden  daily,  except  Sundays,  for 
three  months’  period  ;  or 

Produced  for  the  home  in  a  year,  twenty  pounds  of 
wild  food,  such  as  fish,  game,  berries,  or  wild  fruit. 

3.  Church  Service 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Been  a  regular  contributor  to  the  support  of  your 
church,  or  its  equivalent,  to  the  satisfaction  of  your  Leader. 

b.  Delivered  church  calendars  or  notices  or  collection 
envelopes,  involving  fifteen  hours  of  service. 

c.  Acted  as  librarian,  secretary’s  assistant,  usher,  etc.,  for 
period  of  six  months,  involving  at  least  fifteen  hours  of 
service;  or 

Beautified  church  building  by  planting  trees,  shrubs, 
vines,  or  flowers,  involving  at  least  fifteen  hours  of  service; 
or 

Accomplished  special  piece  of  service’for  the  church  as 
prescribed  by  the  Leader  or  Pastor  or  church  official,  involv¬ 
ing  at  least  fifteen  hours  of  service. 

d.  Aided  the  church  in  distributing  food,  clothes,  or  crea¬ 
ture  comforts  to  poor  at  Thanksgiving,  Christmas,  or  other 
occasions. 

e.  Volunteered  some  definite  service  to  the  Pastor  not 
above  classified,  involving  eight  hours’  work. 

4.  School  or  Employment  Service 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Done  special  task,  not  included  in  your  regular  work 
for  your  school  or  employer,  such  as,  aided  new  pupil  or 


SERVICE  RECOGNITIONS  87 

employe,  represented  school  or  firm  in  entertainment  or  cap¬ 
tained  athletic  team. 

b.  Won  special  recognition  for  work  unusually  well  done 
at  school  or  for  employer  (application  left  to  Leader). 

c.  Made  three  constructive  suggestions  for  the  better¬ 
ment  of  school  or  office,  either  in  favor  of  other  scholars  or 
employes  or  for  general  efficiency  of  school,  office,  or  plant, 
at  least  one  of  these  to  be  accepted  and  acted  upon. 

d.  Rendered  first  aid  worthy  of  recognition  to  fellow- 
student  or  employe. 

e.  Been  sent  as  delegate  representing  your  school  or  firm 
at  conference  called  on  some  welfare  move  involving  your 
associates,  such  as  Safety  First,  or  War  Relief. 

f.  Made  arrangement  for  and  carried  through  placing  of 
approved  educational  exhibit  (Health,  Thrift,  Physical  Fit¬ 
ness,  Vocational)  at  school  or  place  of  employment. 

Community  Service 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Taken  active  part  in  some  community-wide  campaign, 
such  as  clean-up,  fly  extermination,  or  community  gardens. 

b.  Ushered  at  some  public  gathering,  helped  patrol  streets 
on  parade  days,  played  in  band  or  orchestra  on  public 
occasions,  or  equivalent;  or 

Actively  helped  protect  and  provide  for  birds  or  be¬ 
come  Government  Bird  Observer;  or 

Reported  at  least  two  instances  of  dirty  lots,  alleys, 
garbage  cans,  broken  culverts,  bridges,  or  washed-out  high¬ 
ways  to  proper  authorities. 

c.  Done  special  piece  of  service  for  the  community  not 
before  reported,  sanctioned  by  the  Leader ,  such  as  Junior 
Police,  turning  in  fire  alarm,  cutting  weeds  on  vacant  lots  or 
along  roads,  etc. 

d.  Assisted  in  local  elections;  or 


88 


HANDBOOK  FOR  COMRADES 


Circulated  petitions  to  the  public  for  some  communi  t 
improvement;  or 

Aided  in  moral  improvement  campaigns,  such  as 
thrift,  dry  fight,  or  tobacco  legislation. 

e.  Contributed  from  your  earnings  to  some  community 
campaign  for  funds  to  relieve  want  and  suffering. 

6.  Service  to  the  Group 

(Choice,  three  out  of  five) 

Give  satisfactory  evidence  that  you  have 

a.  Been  elected  to  office  for  six  months,  such  as  class  or 
group  office. 

b.  Captained  or  managed  a  group  team  in  athletics  or 
swimming. 

c.  Secured  five  new  members  for  the  group. 

d.  Provided  equipment — books,  charts,  furniture,  rugs, 
pictures — for  club  or  classroom. 

e.  Made  possible  some  special  occasion  for  the  group 
(eats  or  drinks  not  to  count),  such  as,  a  trip,  special  guest, 
uniforms,  equipment,  or  books. 

7.  Saving  Human  Life 

Any  Comrade  who  saves  a  human  life  from  water,  fire, 
or  accident  may  be  awarded  the  Life  Saving  Recognition. 
Certain  required  evidence  must  be  supplied  to  secure  this 
honor. 


CHAPTER  VII 


AMERICANS  ALL 

THEODORE  ROOSEVELT 

Every  boy  has  an  ideal,  but  no  man  of  our  country  ever  lived 
who  so  completely  came  up  to  the  ideals  of  the  American  boy  as 
Theodore  Roosevelt.  Why?  Because  he  did  so  many  things  well 
and  was  so  thoroughly  American.  The  moving  picture  has  given 
the  American  boy  an  ideal  in  “The  Fighting  Roosevelt.”  He  had 
to  fight  in  order  to  reach  physical,  intellectual,  devotional,  and 
service  standards.  As  a  boy  he  was  puny  and  sickly;  but  with 
indomitable  determination  he  transformed  his  feeble  body  not 
merely  into  a  strong  one,  but  into  one  of  the  strongest.  This 
physical  feebleness  caused  in  him  nervousness  and  self-distrust. 
He  set  himself  to  change  his  character,  as  he  changed  his  body, 
and  to  make  himself  a  man  of  self-confidence  and  courage.  When 
he  entered  public  life  he  did  not  possess  the  gifts  of  a  debater  or 
public  speaker,  but  he  determined  to  overcome  these  handicaps. 
As  a  result,  few  men  have  been  able  to  influence  an  audience  with 
such  appealing  power  as  Roosevelt. 

He  came  of  one  of  the  oldest  Dutch-American  families.  In  his 
veins  were  mingled  Irish,  Scotch,  and  Huguenot  blood.  His 
father  was  a  man  who  did  things.  In  the  Civil  War  he  organized 
a  number  of  New  York  regiments  and  was  one  of  the  leaders  in 
organizing  the  Sanitary  Commission  and  other  work  for  the 
soldiers.  His  father’s  spirit  of  service  had  a  great  influence  upon 
his  son.  Theodore  Roosevelt  was  born  in  New  York  City 
October  27,  1858.  He  was  graduated  from  Harvard  in  1880. 
He  then  took  up  the  study  of  law,  but  did  not  continue  it  long. 
He  entered  politics  and  at  the  age  of  twenty-three  was  elected  to 
the  New  York  State  Legislature.  Within  a  year  he  was  the 


90 


HANDBOOK  FOR  COMRADES 


Republican  leader  in  the  lower  house,  because  of  his  fighting 
qualities.  He  thus  plunged  at  once  as  a  young  man  into  that 
field  of  activity  which  he  never  afterwards  forsook — politics.  In 
accepting  a  position  of  public  trust,  he  was  never  governed  by 
the  money  or  power  which  it  afforded.  The  determining  factor 
was,  what  are  the  opportunities  for  rendering  genuine  service? 

When  poor  health  sent  him  West  to  throw  in  his  lot  with  the 
rough  and  ready #  cowboys,  the  ranchers  were  disposed  at  first  to 
laugh  at  the  “four-eyed  dude,”  but  they  changed  their  opinion 
when  they  found  that  no  work  was  too  hard  for  him,  no  hardship 
too  severe,  no  peril  too  great.  The  story  is  told  of  a  round-up  in 
which  Roosevelt  participated.  There  was  a  cow  with  a  new-born 
calf.  The  cowboys  were  not  going  to  bother  about  the  calf,  but 
drive  its  mother  to  the  round-up.  Out  of  the  bigness  of  his  heart, 
he  picked  up  the  calf  when  it  got  stuck  in  the  mud,  put  it  in  front 
of  his  saddle,  and  rode  off,  driving  its  mother  ahead  of  him  with 
the  rest  of  the  cattle. 

One  of  the  great  qualities  of  Roosevelt  was  his  courage.  Once 
when  he  arrived  in  the  Rocky  Mountains  to  hunt  grizzly  bears, 
the  toughs  of  the  regions  declared  their  intention  of  “doing  him 
up.”  One  of  them  went  so  far  as  to  send  a  message  to  Roosevelt, 
to  the  effect  that  if  he  proceeded  to  track  grizzlies  there  would  be 
shooting.  Roosevelt  inquired  where  this  person  with  the  pro¬ 
pensity  for  shooting  lived  and  rode  at  once  into  his  camp.  The 
man,  however,  had  forgotten  by  this  time  why  he  wanted  to 
shoot.  This  incident  put  an  end  to  treating  Roosevelt  as  a  ten¬ 
derfoot.  Before  the  hunting  campaign  was  ended,  he  had  won 
the  respect  of  all,  and,  when  the  time  came,  many  of  those  who 
had  been  ready  to  “do  him  up”  as  a  tenderfoot  were  among  the 
most  eager  to  follow  him  as  “Rough  Riders”  into  the  jungles  of 
Cuba  for  service  to  their  country.  As  Police  and  Civil  Service 
Commissioner  for  New  York  City,  as  Governor  of  New  York, 
and  as  President  of  the  United  States,  he  was  absolutely  fearless. 

No  man  ever  lived  who  loved  hard  work  more  than  Roosevelt. 
But  he  loved  to  play  hard  as  well.  His  love  of  work  and  play 
led  him  into  many  fields  of  activities  and  scientific  investigation. 
He  won  a  high  place  as  a  hunter,  sportsman,  explorer,  historian, 
essayist,  scientist,  critic,  editor,  reformer,  and  statesman.  When 
he  wished  to  rest  from  political  and  governmental  responsibilities, 


AMERICANS  ALL 


9i 


he  would  go  on  a  hunting  trip  into  the  wilds  of  America  or  even 
take  an  extended  tour  of  exploration  to  Africa  or  South  America. 
Theodore  Roosevelt  showed  in  what  he  did,  said,  and  lived,  that 
a  real  American  is  a  man  who  works  and  serves.  He  has  taught 
the  American  boy  how  to  think  and  act  for  himself  and  yet 
serve  others. 

In  his  book  entitled  “The  Great  Adventure,”  he  tells  the 
American  boy  some  of  the  secrets  of  his  life.  “The  boy  can  best 
become  a  good  man  by  being  a  good  boy — not  a  goody-goody 
boy,  but  just  a  plain  good  boy.  The  best  boys  I  know — the  best 
men  I  know — are  good  at  their  studies  or  their  business,  fearless 
and  stalwart,  hated  and  feared  by  all  that  is  wicked  and  de¬ 
praved,  incapable  of  submitting  to  wrong-doing  and  equally  in¬ 
capable  of  being  aught  but  tender  to  the  weak  and  helpless.  He 
cannot  do  good  work,  if  he  is  not  strong  and  does  not  try  with 
his  whole  heart  and  soul  to  count  in  any  contest;  and  his  strength 
will  be  a  curse  to  himself  and  to  everyone  else,  if  he  does  not  have 
thorough  command  over  himself  and  over  his  own  evil  passions, 
and  if  he  does  not  use  his  strength  on  the  side  of  decency,  justice, 
and  fair  dealing.  In  short,  in  life,  as  in  a  football  game,  the  prin¬ 
ciple  to  follow  is:  ‘Hit  the  line  hard;  don’t  foul  and  don’t  shirk, 
but  hit  the  line  hard !’  ” 

One  of  the  greatest  tributes  paid  to  Roosevelt  was  given  by 
the  pastor  of  the  church  which  he  joined  as  a  boy:  “I  like  to  think 
of  Mr.  Roosevelt  as  a  religious  man,  a  man  who  made  room  in 
his  life  for  God.  He  was  a  Christian  gentleman.  He  was  a  mem¬ 
ber  of  the  church  and  always  attended  church  services.  He 
accepted  the  Bible  and  made  room  in  his  busy  life  for  Jesus 
Christ.” 


JACOB  RIIS 

Denmark  was  the  birthplace  of  Jacob  Riis.  The  life  of  this 
boy  was  marked  by  bold  decisions  and  impulsive  deeds,  revealing 
the  fighting  spirit  of  his  Viking  ancestors.  While  a  carpenter’s 
apprentice  in  his  middle  teens,  he  fell  in  love  and,  as  he  never  did 
things  by  halves,  fell  in  completely.  But  the  boy  apparently 
threw  his  last  chance  away,  when,  as  chairman  of  a  social  affair, 
he  ordered  the  young  lady’s  father  from  the  floor.  Soon  after 
this  event  he  left  for  Copenhagen,  where  he  spent  four  years 


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completing  his  apprenticeship.  The  problems  of  city  life  were  to 
be  hereafter  his  chief  concern,  although  he  was  destined  to  probe 
them  at  the  cost  of  much  suffering.  At  nineteen  he  returned  to 
his  native  town  determined  to  know  his  fate.  The  young  lady 
and  her  father  were  cold,  but  the  mother  secretly  gave  him  a  gold 
locket  in  which  was  a  wisp  of  one  of  Elizabeth’s  curls. 

With  the  locket  and  her  picture,  his  most  treasured  possessions, 
young  Riis  sailed  for  America,  landing  in  New  York  early  in 
1870.  He  had  two  immediate  resources — some  knowledge  of 
English  and  a  capital  of  forty  dollars.  His  money  soon  disap¬ 
peared,  especially  as  he  spent  one-half  of  it  for  a  big  navy  re¬ 
volver.  He  must  have  presented  a  funny  sight  on  lower  Broad¬ 
way,  but  New  Yorkers  who  were  un-American  enough  to  ridicule 
and  the  friendly  policeman  who  advised  disarmament  little 
suspected  that  within  a  generation  this  immigrant  boy  would 
become  a  great  constructive  force  in  the  affairs  of  the  city. 

The  years  that  followed  tested  every  physical  and  moral 
quality.  Penniless,  friendless,  and  wet  to  the  skin,  a  stormy 
night  found  him  down  on  the  dock.  Months  had  passed  without 
word  from  Elizabeth.  Three  thousand  miles  of  water  lay  be¬ 
tween  them,  and  the  dark  river  ran  below.  “Would  any  one 
know — would  any  one  care  if  he  did  know?”  and  he  edged  a  little 
nearer  to  the  perilous  edge.  A  movement  at  his  side  revealed 
the  shivering  form  of  a  yellow  dog,  seeking  a  friend.  Young  Riis 
always  had  a  great  love  for  animals.  Together  the  friendly  out¬ 
casts  fought  their  way  against  the  storm  to  the  lodging  house 
connected  with  the  Church  Street  Police  Station.  That  night 
Jacob  was  robbed  of  his  treasured  locket.  He  made  a  complaint 
to  the  Sergeant,  who  proceeded  to  kick  the  boy  and  his  four- 
footed  friend  out  into  the  night  and  the  rain.  The  son  of  the 
Vikings  put  up  a  furious  but  vain  resistance.  The  dog  rushed  to 
his  aid  but  was  killed  by  the  burly  Sergeant,  who  dashed  him 
against  the  stone  steps  of  the  Police  Station.  That  night  planted 
the  seeds  of  a  new  purpose  in  the  heart  of  Jacob  Riis — seeds 
which  bore  their  fruit  years  later  when  by  his  efforts  the  police 
lodging  houses,  breeding-places  of  vice  and  crime,  were  wiped 
out. 

Another  critical  period  when  despair  threatened  came  after  an 
unsuccessful  attempt  to  sell  a  book — appropriately  called  “Hard 


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Times.”  Jacob  and  his  faithful  friend — this  time  a  great  New¬ 
foundland  dog — were  sitting  dejectedly  on  the  steps  of  Cooper 
Institute  where  they  were  found  by  a  former  acquaintance. 
Through  his  interest,  the  young  book  agent  was  helped  to  find  a 
position  as  a  reporter. 

Out  of  his  lodging-house  experiences  and  his  failure  as  a  book 
agent  came  two  great  calls  in  life — social  reform  and  newspaper 
work.  Nevertheless,  more  than  that  occurred  the  day  when 
Jacob  Riis  became  a  cub  reporter.  Later  he  wrote:  “What  had 
happened  had  stirred  me  profoundly.  For  the  second  time  I  saw 
a  Hand  held  out  to  save  me  from  wreck  just  when  it  seemed  in¬ 
evitable;  and  I  knew  it  for  His  hand  to  whose  will  I  was  just 
beginning  to  bow.  .  .  .In  the  shadow  of  Grace  Church  I 

bowed  my  head  against  the  granite  wall  of  the  great  tower  and 
prayed  for  strength  to  do  the  work  I  had  so  long  and  arduously 
sought  and  which  had  now  come  to  me.”  To  Jacob  Riis  religion 
was  a  reality.  In  discussing  prayer  as  a  help  in  his  work,  he  said : 
“If  I  were  to  find  that  I  could  not  do  that  (pray)  I  should  decline 
to  go  into  the  fight,  or  if  I  had  to,  I  should  feel  that  I  were  to  be 
justly  beaten.” 

Energy  and  character  brought  results  to  the  young  reporter. 
A  daring  decision  made  him  the  owner  of  a  small  newspaper. 
Then  came  the  never-despaired-of  letter  from  Elizabeth,  in 
which  she  confessed  that  she  loved  him.  A  fortunate  sale  of  the 
paper  furnished  the  funds  for  the  trip  to  Denmark,  to  claim  his 
bride  and  bring  her  to  America. 

Covering  the  police-court  news  around  gang-infested  Mulberry 
Bend  was  not  a  “ladies’  game.”  There  were  times  when  the  life 
of  Jacob  Riis  hung  on  a  hair,  but  he  would  not  quit.  His  pen, 
reenforced  by  the  strong  right  arm  of  Theodore  Roosevelt, 
President  of  the  Police  Board,  provided  the  pitiless  publicity 
needed  to  kill  the  old  lodging-house  system.  Working  together 
these  two  men,  so  much  alike  in  many  ways,  entered  into  a  per¬ 
sonal  friendship  which  all  the  strenuous  years  that  followed 
deepened  and  enriched.  The  fight  to  cut  through  Mulberry 
Bend,  tear  down  its  tenements,  and  substitute  a  life-giving  park 
for  this  breeding-place  of  death  by  disease  and  violence  was  a 
harder  matter.  At  last  Jacob  Riis  was  privileged  to  see  green 
grass  and  groups  of  dancing  children,  where  had  been  bands  of 


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desperate  criminals.  The  very  hallways  in  Henry  Street  where  a 
young  Danish  immigrant  used  to  get  a  free  night’s  lodging — 
unless  the  police  found  him — are  now  full  of  boys  and  girls  who 
are  finding  inspiration  and  guidance  at  the  Jacob  Riis  House,  a 
settlement  founded  by  the  King’s  Daughters. 

A  few  years  before  his  death  he  paid  a  visit  to  his  native  land. 
He  was  summoned  to  Copenhagen  to  dine  at  the  palace,  where 
King  Christian  decorated  Jacob  Riis,  “America’s  Most  Useful 
Citizen,”  with  the  ancient  Cross  of  the  Crusaders.  But  these  two 
men  were  not  meeting  for  the  first  time. 

Years  before,  Jacob  Riis,  the  carpenter’s  apprentice  boy,  had 
arranged  to  meet  his  older  brother  at  the  art-gallery  housed  in  a 
wing  of  the  palace.  The  simple  country  lad,  with  three  days’ 
experience  in  Copenhagen,  asked  directions  of  a  friendly  man. 
On  the  way  to  the  gallery  his  guide  started  a  friendly  conversa¬ 
tion  in  which  the  boy  frankly  expressed  his  opinions,  as  a  sixteen- 
year-old  boy  quite  naturally  will  at  times.  Great  was  the  aston¬ 
ishment  and  embarrassment  of  Jacob  Riis  when  his  brother 
informed  him  that  his  guide  had  been  the  king!  However,  King 
Christian  also  made  a  mistake  that  day,  for  he  did  not  recognize 
in  the  boy  at  his  side  the  future  brilliant  reporter,  the  crusader 
of  the  slums,  and  Denmark’s  best  gift  to  America. 

The  Cross  of  the  Crusaders  came  years  later,  but  all  the  ele¬ 
ments  of  greatness  were  in  the  boy  carpenter  who  met  the  king. 
Suffering  and  endurance  developed  and  demonstrated  his 
qualities  and  the  decision  in  the  shadow  of  Grace  Church  dedi¬ 
cated  them  and  all  that  they  might  grow  to  be  to  the  service  of 
others.  In  that  decision  and  dedication  lies  the  secret  of  the 
career  of  Jacob  Riis. 

HORACE  TRACY  PITKIN 

Few  people  are  called  upon  in  these  days  actually  to  lay  down 
their  lives  as  martyrs  to  the  cause  of  Christ.  Such,  however,  was 
the  supreme  sacrifice  made  by  Horace  Tracy  Pitkin,  Yale  ’92. 
Pitkin  was  anything  but  the  wide-brimmed-hat,  be-spectacled, 
umbrella-carrying,  Bible-under-the-arm  sort  of  missionary.  He 
was  one  of  the  thousands  of  strong,  virile,  alert,  consecrated 
Christian  statesmen,  who  are  continually  going  to  the  ends  of  the 
earth  to  aid  in  bringing  into  being  an  era  of  Christianized  social 


AMERICANS  ALL 


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relationships.  The  missionaries  of  today  are  preachers,  yes,  be¬ 
cause  only  through  the  lips  and  the  life  lived  can  the  Good  News 
of  a  Kingdom  of  brotherly  men  be  made  known.  But  they  are 
more  than  preachers — they  are  Christian  social  engineers — 
and  such  was  Pitkin. 

As  a  lad  Pitkin’s  ambition  was  to  make  electricity  and  its  appli¬ 
cation  to  the  needs  of  the  times,  his  life-work.  He  no  doubt 
would  have  made  a  great  success  in  it,  as  he  had  unusual  abilities 
in  that  direction.  But  his  uncle  turned  his  thoughts  toward  the 
ministry  and  after  long  and  serious  questioning  and  much  prayer, 
he  decided  to  renounce  his  chosen  ambition  and  enter  Christ’s 
service.  He  began  at  once  to  prepare  for  his  life-work.  At  the 
age  of  fifteen  he  entered  Phillips  Academy,  Exeter,  and  from  the 
beginning  took  his  stand  as  a  Christian.  He  became  a  power 
among  his  associates  as  a  Christian  leader.  With  the  introduction 
of  the  Christian  Endeavor  movement  into  his  church,  Pitkin 
became  its  first  president.  He  also  took  part  in  the  school  ath¬ 
letics  and  was  a  social  leader. 

At  the  age  of  eighteen,  and  with  this  same  vision  of  service  to 
his  fellows,  and  his  ability  as  a  leader,  he  entered  Yale.  He 
carried  with  him  an  enthusiasm,  optimism,  and  spirit  of  good 
cheer  which  drew  strong  friends  to  him.  He  was  no  one-sided 
Christian.  He  wrote  for  the  college  papers  and  was  a  good  stu¬ 
dent,  missing  the  Phi  Beta  Kappa  stand  by  only  a  small  margin. 
He  excelled  in  tennis  and  took  an  active  interest  in  football  and 
rowing.  His  musical  ability  was  a  great  joy  to  himself  and  his 
friends.  He  was  a  member  of  the  University  Glee  Club.  So  pro¬ 
verbial  was  his  success  in  overcoming  difficulties,  that  “If  any¬ 
body  kin,  Pit  kin”  became  a  current  pun  among  his  friends.  At 
the  Northfield  student  conference  at  the  end  of  his  Freshman 
year  he  made  his  decision  to  enter  the  Student  Volunteer  Move¬ 
ment.  Three  years  at  Union  Seminary,  after  graduating  from 
Yale,  and  one  year  as  a  traveling  secretary  for  the  Student  Volun¬ 
teer  Movement  completed  his  preparations. 

He  offered  himself  to  the  American  Board  of  Commissioners 
for  Foreign  Missions  and  in  May,  1897,  he  reached  Tientsin, 
China;  by  September  he  and  his  wife  were  settled  in  their  own 
station  at  Paotingfu.  In  the  summer  of  1900  came  the  Boxer 
uprising.  Determined  to  stamp  out  completely  the  foreign 


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devils  and  to  exterminate*  their  religion  and  converts,  the  Boxers 
soon  surrounded  Paotingfu.  In  June  they  killed  the  missionaries 
in  the  China  Inland  and  Presbyterian  missions.  On  July  1st  they 
advanced  to  attack  the  Congregational  compound.  Pitkin  and 
two  lady  missionaries  were  the  only  ones  remaining.  The  Boxer 
hordes  surrounded  the  little  group.  It  was  entirely  one-sided, 
and  Pitkin  fell  defending  the  two  ladies,  who  were  then  taken 
into  a  temple  and  murdered.  A  man,  unusual  only  in  his  quiet 
service  and  splendid  devotion  to  Christ  and  his  fellowmen, 
Horace  Tracy  Pitkin  still  lives,  challenging  every  red-blooded 
youth  to  face  squarely  the  call  of  the  ungrasped  opportunities 
for  Christian  statesmanship  in  the  awakening  East. 

ROBERT  E.  LEE 

j 

He  came  of  fighting  stock — this  Robert  E.  Lee — this  man  be¬ 
loved  alike  by  North  and  South,  revered  for  his  sterling  Christian 
character,  respected  for  his  brilliant  generalship,  and  admired 
for  his  wonderful  loyalty  and  patriotism.  His  father  was  the 
famous  “Light  Horse  Harry”  Lee  of  Revolutionary  War  fame,  and 
his  forefathers  fought  with  Richard  Coeur  de  Lion,  known 
through  story  and  song  to  every  boy. 

Virginia  claims  him  as  her  own,  since  he  was  born  in  West¬ 
moreland  County,  Virginia,  January  19,  1807.  The  great  manor- 
house,  Stratford,  with  its  legends  and  histories  dating  back  to 
the  time  when  the  Queen  of  England  helped  by  her  gifts  in  build¬ 
ing  it,  the  great  trees,  the  open  country,  the  endless  plantations, 
all  helped  to  give  him  a  love  for  home;  for  the  great  out-of-doors; 
for  Nature  and  God.  The  responsibility  for  the  care  of  his  in¬ 
valid  mother  fostered  those  great  and  gentle  qualities  in  him 
which  made  him  the  idol  of  his  soldiers,  who  gladly  endured  all 
the  hardships  of  war  because  of  their  loyalty  to  his  leadership. 

Admitted  to  West  Point  at  eighteen,  he  proved  that  success  is 
possible  by  application  and  study.  This  great  military  school 
cherishes  among  its  traditions  the  fact  that  his  record  there  was 
nearly  perfect  in  every  respect.  He  was  soon  to  need  all  the  mili¬ 
tary  knowledge  he  had  gained.  He  was  engaged  in  engineering 
work  when  the  Mexican  War  broke  out  and  his  country  called 
him.  As-  Captain  of  the  Engineers,  he  was  assigned  the  hazard¬ 
ous  task  of  “mapping”  the  Mexican  country  for  the  advancing 


AMERICANS  ALL 


97 


American  Army.  He  participated  in  the  fall  of  Vera  Cruz  and 
assisted  materially  in  the  victory.  Following  the  close  of  this 
war  he  returned  to  West  Point  as  Superintendent  of  the  Academy, 
but  his  love  for  active  military  life  led  him  to  Texas  as  the  leader 
of  a  body  of  troops  against  the  Indians.  He  succeeded  to  the 
entire  satisfaction  of  his  superior  officers. 

Then  came  the  great  war  of  the  sixties.  When  Virginia  cast 
her  lot  with  the  South,  Robert  E.  Lee  decided  that  his  place  was 
with  his  native  State,  despite  his  former  connection  with  the 
United  States  Government.  It  was  a  hard  decision,  but  he  made 
it  unflinchingly.  Colonel  Lee  served  first  as  the  Commander  of 
the  Virginia  Forces;  then,  upon  the  organization  of  the  Confed¬ 
erate  War  Department,  he  was  made  Military  Adviser  to  Presi¬ 
dent  Davis.  He  led  the  campaign  against  the  Federal  forces  in 
West  Virginia  and  also  directed  the  construction  of  the  famous 
coast  defenses  in  Georgia  and  the  Carolinas.  He  commanded  in 
the  Peninsular  Campaign  and  throughout  the  balance  of  the  war. 
General  Lee’s  famous  stand  with  ragged,  half-starved,  yet  un¬ 
daunted  men  against  a  superior  number  of  well-equipped  troops 
is  an  achievement  which  has  gone  down  in  military  history,  and 
his  final  surrender,  when  he  saw  that  further  fighting  was  useless, 
in  order  to  save  the  lives  of  hundreds  of  his  men,  is  another 
example  of  his  great  heart. 

The  five  years  following  the  close  of  the  war  were  given  to  his 
country  with  the  same  unswerving  loyalty  with  which  he  had 
served  his  State.  Forgetting  the  past,  he  threw  himself  into  the 
problems  of  his  beloved  Southland,  brought  about  by  after-the- 
war  difficulties,  and  accepted  the  Presidency  of  Washington  Col¬ 
lege  at  Lexington,  Virginia,  because  he  felt  that  the  greatest 
service  he  could  render  his  nation  would  be  the  training  in  leader¬ 
ship  of  the  choice  young  men  of  the  South. 

While  actively  engaged  in  his  great  reconstruction  labors,  he 
died,  October  12,  1870. 

Ranking  as  a  soldier  with  warriors  such  as  Napoleon  and  Wel¬ 
lington;  fearless  as  his  noble  forefathers;  comparable  to  a  little 
child  in  gentleness  and  courtesy;  imbued  with  the  spirit  of  the 
Master;  loving  the  great  out  of  doors  and  embracing  all  the 
qualities  of  leadership  and  manhood,  General  Robert  E.  Lee 


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stood  as  a  man  four-square.  His  life  challenges  the  young  man¬ 
hood  of  America  to  greater  and  nobler  living. 

HERBERT  ROSWELL  BATES 

Among  the  immigrant  people  of  New  York’s  lower  West  Side 
and  the  equally  mixed  but  entirely  different  population  of  the 
great  university  on  Morningside  Heights,  Herbert  Roswell  Bates 
was  completely  at  home.  A  personal  acquaintance  with  this 
friendly-spirited  man  was  a  rare  privilege.  Into  forty-three  years 
he  crowded  a  lifetime  of  Christian  service.  For  several  genera¬ 
tions  the  Bates  family  had  produced  physicians.  High  school 
life  seemed  to  strengthen  Herbert’s  ambition  to  follow  the  family 
profession.  But  when  he  was  eighteen  his  mother  expressed  her 
hope  that  he  might  enter  the  ministry.  The  same  night  his 
mother  suddenly  died.  From  that  time  the  boy’s  road  took  a 
new  turn. 

Those  who  knew  Herbert  Roswell  Bates  as  a  man  find  it  easy 
to  imagine  the  attitude  of  “Herb”  Bates,  the  high  school  boy,  to 
a  Hi-Y  Club  with  its  program  for  high  standards  of  Christian 
character,  if  there  had  been  such  a  movement  at  that  time.  As 
a  matter  of  fact,  for  a  year  after  he  finished  high  school  he  took 
up  teaching  and  became  an  enthusiastic  leader  of  the  young 
people  of  his  school  and  community  in  “creating,  maintaining, 
and  extending”  such  standards. 

Entering  Hamilton,  he  soon  took  his  place  in  the  life  of  the 
college.  He  was  generally  popular  because  of  his  splendid  social 
spirit,  but  he  never  fell  into  the  class  of  college  men  described  by 
Ketcham  as  “prominent  enough  to  be  popular  but  not  positive 
enough  to  be  powerful.”  His  friends  were  stunned  one  day  to 
learn  that  Bates  had  been  suspended  under  charge  of  theft.  Re¬ 
fusing  to  go  back  on  a  fellow-student  who  had  come  to  him  for 
help,  Roswell  Bates  remained  silent  under  the  accusation  and 
left  college  in  disgrace.  Worn  out  and  seriously  ill  from  the 
strain,  he  maintained  his  position.  Fortunately  the  facts  were 
finally  made  clear  and  Roswell  Bates  returned  to  college  more 
•  popular  and  more  influential  than  ever. 

The  Negro  church  of  the  college  town  was  split  by  a  quarrel. 
This  college  man  solved  the  problem  by  taking  the  pastorate.  He 
threw  himself  into  the  leadership  of  these  simple  colored  people 


AMERICANS  ALL 


99 


with  such  unselfish  devotion  that  he  brought  the  factions  to¬ 
gether  and  greatly  built  up  the  church.  In  his  visits  to  the  homes 
of  his  peculiar  parish,  Roswell  Bates  must  have  determined  the 
special  path  his  later  ministry  was  to  take.  When  he  had  com¬ 
pleted  his  seminary  course  he  took  up  work  on  New  York’s 
crowded  East  Side.  His  greatest  service,  however,  was  rendered 
at  Spring  Street  Church.  Almost  every  form  of  Christian  social 
service  found  expression  at  Spring  Street  Church  under  his  in¬ 
spiring  direction.  He  not  only  knew  the  problems  of  his  people — 
he  could  make  others  appreciate  them.  He  preached  Christianity 
and  he  lived  it.  Consequently,  he  was  in  great  demand  as  a 
speaker  to  college  men.  He  never  stopped  with  an  address,  but 
was  forever  finding  the  chance  to  deal  with  fellows  one  at  a  time. 
As  a  result,  he  has  left  his  successors  by  the  score— boys  and  men 
whom  he  won  and  trained  for  Christian  service. 

His  enthusiasm  was  unlimited,  but  his  labors  were  too  heavy. 
He  could  not  rest,  with  so  much  pressing  to  be  done.  Too  late 
he  was  persuaded  to  take  a  sea  trip  to  South  America,  and  he 
consented  on  the  ground  that  he  would  have  opportunity  to  visit 
some  of  the  mission  stations.  In  the  summer  of  1913,  while  in 
Cuzco,  Peru,  Herbert  Roswell  Bates  was  suddenly  taken  away. 
As  high  school  boy,  college  man,  and  Christian  minister  his  life 
was  joyous,  rich,  and  convincing. 

BOOKER  T,  WASHINGTON 

Every  American  boy  likes  to  read  the  lives  of  America’s  great 
men.  Of  these  none  is  more  thrilling  than  those  of  Washington 
and  the  log  cabin  presidents.  Certainly  no  less  interesting  in  his 
life  and  no  less  remarkable  in  his  achievements  was  Booker 
T.  Washington,  the  greatest  southern  Negro.  He  ranks  first 
among  the  great  men  of  the  world  who  have  risen  highest  above 
their  circumstances. 

He  was  born  in  a  slave  cabin,  and  inherited  the  handicaps  of 
color,  poverty,  and  prejudice.  While  he  never  knew  exactly  the 
year  of  his  birth,  or  who  his  father  was,  his  recollections  of  his 
boyhood  days  as  a  slave  and  his  experience  during  the  Civil 
War  are  most  vivid.  So  far  as  the  record  goes,  he  was  born  in 
Franklin  County,  Virginia,  in  1858  or  1859.  He  did  not  even 
have  a  name  until  he  named  himself.  His  early  training  as  a 


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slave  and  a  Negro  could  not  smother  those  qualities  of  character 
which  have  placed  his  name  high  in  the  hall  of  fame. 

His  experience  in  sleeping  on  the  floor  and  enduring  the  hard¬ 
ships  of  a  Negro  boy  of  his  day  gave  him  determination.  Over 
and  over  again  in  his  autobiography,  “Up  From  Slavery,”  he 
says:  “I  was  determined  to  succeed!”  “I  would  not  be  discour¬ 
aged!”  He  came  early  to  desire  an  education.  The  successive 
steps  from  learning  his  figures  written  on  the  salt  barrels  where 
his  father  worked,  through  his  experience  with  a  “Blue  Back 
Speller,”  his  evening  study  alone,  his  long  journey  to  Hampton, 
and  many  other  stages  in  his  securing  an  education  are  full  of 
thrill.  His  ambition  in  this  line  is  the  more  remarkable  when  one 
considers  that  it  was  so  rare  for  a  boy  of  his  race.  His  greatest 
encouragement  came  from  his  mother  and  his  teachers,  whose 
affections  he  always  won.  His  examination  for  college  entrance 
at  Hampton  Institute  was  to  sweep  and  dust  a  class  room.  This 
he  did  in  his  characteristic,  conscientious,  and  thorough  manner 
and  won  for  himself  a  place  in  the  school.  His  life  was  so  ordered 
by  a  guiding  Hand  that  all  his  experience  gradually  prepared 
him  for  the  work  he  was  to  do  in  the  uplift  of  his  own  race.  He 
never  despised  small  things,  whether  it  was  the  scant  opportunity 
to  realize  his  ambitions  for  an  education,  the  six  eggs  donated 
towards  helping  him  build  a  college,  or  the  chicken  house  in 
which  he  started  Tuskegee  Institute. 

While  his  early  life  centers  about  his  experience  as  a  slave  boy 
and  the  process  by  which  freedom  came  to  him,  and  his  middle 
life  about  his  struggle  for  an  education  and  the  heroic  price  he 
paid,  his  later  life  is  the  history  of  the  call  to  the  leadership  of 
Tuskegee  and  its  marvelous  development.  Many  temptations 
came  to  him  to  go  into  politics,  but  his  great  conviction  that  he 
must  serve  his  race  held  him  true  to  his  chosen  cause. 

The  spirit  of  his  life  is  its  most  charming  trait.  He  lived  to 
serve.  He  never  held  any  bitterness  against  his  owners,  as  a 
slave,  or  against  the  white  people  or  the  system.  He  rose  above 
narrowness  and  prejudice. 

His  winning  spirit  is  best  illustrated  by  a  story  he  tells  himself. 
In  his  haste  to  make  a  train  after  an  evening  engagement,  he 
asked  a  white  cabman  to  carry  him  to  his  train.  The  man  re- 


AMERICANS  ALL 


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plied,  “I  wouldn’t  haul  a  nigger.”  Booker  T.  immediately  said, 
“Well,  you  ride  in  the  cab  and  I  will  drive  you.” 

After  constant  work  at  Tuskegee  for  eighteen  years,  he  and 
his  wife  were  given  a  trip  to  Europe  by  women  of  Boston.  On 
this  journey  the  famous  Americans  were  many  times  honored. 
They  took  well  with  Queen  Victoria,  dined  with  royalty  of 
England,  and  were  called  upon  to  speak  and  be  present  at  many 
auspicious  gatherings.  But  the  greatest  surprise  that  ever  came 
to  Booker  T.  Washington  was  the  honorary  degree  conferred  on 
him  by  Harvard  University,  a  degree  from  the  oldest  and  most 
renowned  university  in  America.  Tears  came  into  his  eyes 
when  he  was  informed  of  this,  the  greatest  honor  that  ever  came 
to  him.  His  whole  life  rose  up  before  him — his  struggles  as  a 
slave  and  as  a  coal  miner,  the  time  when  he  was  without  food  and 
clothing  and  when  he  made  his  bed  under  a  sidewalk,  his  struggles 
for  an  education,  the  trying  days  at  Tuskegee  when  he  did  not 
know  where  to  turn  for  a  dollar  to  continue  the  work — all  this 
passed  before  him  and  made  his  honor  seem  more  dazzling  and 
unreal. 

His  life  from  beginning  to  end  is  a  continuous  story  of  adven¬ 
ture  on  new  paths  for  men  of  his  race.  His  book,  “Up  From 
Slavery”  ranks  among  the  most  fascinating  biographies  and  is 
read  by  people  of  many  nations. 


CHAPTER  VIII 


KEEPING  FIT1 

During  the  War  all  the  fighting  nations  learned  the  supreme 
value  of  man-power.  Idlers  were  put  to  work  and  every  possible 
method  was  adopted  which  would  help  to  bring  each  worker  up 
to  top-notch  efficiency. 

The  years  just  ahead  will  make  demands  no  less  severe  on  the 
nation’s  manhood.  Work  at  full  capacity  and  top  speed  in  fac¬ 
tory,  mine,  farm,  and  railroad  will  be  needed  to  replenish  the 
world’s  depleted  store  of  material  goods.  Clear  brains,  keen 
intelligence,  and  physical  endurance  will  be  required  for  the 
manifold  scientific,  professional,  constructive,  and  humane  tasks 
that  face  us.  Each  individual  member  of  the  coming  generation 
of  America’s  young  men  is  the  more  valuable  and  responsible 
because  so  many  of  his  older  brothers  the  world  over  are  missing. 

Fitness — physical,  mental,  and  moral — depends  fundamentally 
on  health.  This  means  not  only  the  avoidance  of  diseases  and 
defects,  but  positive,  abundant  health — prime  condition  of  mind 
and  body.  Every  young  man  in  America,  to  be  worthy  of  the 
heritage  left  him  by  the  heroes  of  the  battlefield,  should  know 
the  laws  of  physical  and  mental  efficiency  and  live  up  to  them. 
Keeping  fit  for  America’s  task  in  the  new  world  is  the  present 
obligation  on  every  youth  of  the  land. 

Training  Rules 

To  be  really  physically  fit,  however,  it  is  not  enough  to  be  free 
from  disabling  defects.  Many  men  were  rejected  from  the  Army 
simply  because  of  “poor  physique.”  You  must  be  in  good  general 
condition  all  the  time  if  you  want  to  win  out,  whether  in  war  or 
in  peace. 


Adapted  and  used  by  permission  from  pamphlet,  “Keeping  Fit,”  published 
by  The  United  States  Public  Health  Service. 


KEEPING  FIT 


103 


To  achieve  the  maximum  of  physical  and  mental  efficiency 
you  must  follow  five  common-sense  rules. 

I.  The  first  of  these  is  sufficient  exercise  of  the  right  kind. 
Reading  the  sporting  page,  yelling  in  the  grandstand,  and  watch¬ 
ing  the  baseball  bulletin  boards  may  be  enjoyable,  but  will 


« 

To  Live  Well  and  Die  without  Fear 

BREATHE  deeply 

EAT  temperately  ^  CHEW  thoroughly 
DRINK  (water) copiously 
BATHE  frequent!^ 

LAUGH  heartily 

WORK  plenfully 

SERVE  willingly 


^LEAN  teeth  carefully 

ELIMINATE  freely 

SLEEP  regularly 
EXERCISE  daily 
SPEAK  kindly 


PLAY  some  READ  mviah 


THINK  more 

Dare  to  beYourself-Cheerful.Conscientious.  Brave. 


never  make  a  man  vigorous.  He  must  himself  take  daily  exer¬ 
cise.  Hiking,  baseball,  rowing  and  canoeing,  skating  in  the  open 
air,  swimming,  tennis,  team  games,  general  gymnasium  work, 
boxing  and  wrestling  where  the  air  is  fresh,  are  among  the  most 
beneficial  forms  of  exercise.  Any  useful  work  employing  the  big 
muscles  actively  is  as  good  as  sports. 

Your  daily  exercise  should  be  vigorous  enough  to  cause  you  to 
perspire  freely.  This  helps  the  body  to  throw  off  certain  waste 
products  which,  if  they  are  allowed  to  accumulate,  will  act  as 
poisons.  After  exercising,  take  a  bath.  A  shower  is  better  than 
a  tub  bath.  A  washbowl  or  any  other  contrivance  is  better  than 
nothing.  Warm  water  should  be  used  first,  then  cold.  The  bath 
should  be  followed  by  a  vigorous  rubdown  with  a  coarse  towel, 
the  whole  process  taking  no  longer  than  four  or  five  minutes. 
The  bath  and  rubdown  should  produce  a  healthy  glow  of  the 
body  and  a  general  feeling  of  well-being. 


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2.  Second,  sleep  in  the  fresh  air,  work  and  exercise  in  the 
fresh  air  as  much  as  possible,  and  be  sure  to  have  the  indoor  air 
kept  fresh  during  the  day.  Fresh  air  is  almost  a  cure-all.  It  is 
usually  more  valuable  than  any  quantity  of  medicine. 

3.  In  the  third  place,  you  probably  need  at  least  eight  hours’ 
sleep  every  night.  A  man  can  get  along  on  less,  but  he  cannot 
keep  himself  in  the  best  possible  physical  and  mental  condition. 
Do  not  lie  in  bed  after  waking,  but  jump  out,  bathe,  and  dress 
immediately.  Avoid  soft  mattresses,  feather  beds,  and  too  much 
covering. 

4.  Proper  food  is  another  requirement.  The  system  needs  not 
only  the  kind  of  food  that  is  rich  in  nourishment,  but  vegetables 
and  other  coarser  food  to  give  bulk  and  stimulate  the  bowels. 
When  this  is  not  secured,  one  becomes  constipated  and  is  likely 
to  have  headaches  and  general  ill  health.  Regular  movements  of 
the  bowels  are  aided  by  an  abundance  of  exercise  and  by  eating 
plenty  of  fruit  and  drinking  plenty  of  pure  water. 

5.  Finally,  if  you  are  to  gain  maximum  efficiency  and  retain 
it,  it  is  important  that  you  should  understand  the  relationship 
of  the  reproductive,  or  sex  organs,  to  the  development  of  vigor. 
This  needs  to  be  carefully  explained  because,  while  the  facts  are 
important,  they  are  not  generally  understood. 

Sex  Health 

Sex  accounts  for  the  differences  and  attractions  in  mind  as  well 
as  in  body  between  men  and  women.  The  ways  a  person  be¬ 
haves  in  relation  to  such  matters  are  called  his  sex  habits.  A 
man’s  sex  habits  have  much  to  do  with  his  health  and  efficiency. 

Most  men  have  received  their  first  information  about  sex  from 
lies,  half-truths,  and  smutty  stories,  from  pictures  or  shows,  or 
from  other  boys  or  men  who  thought  they  knew  it  all,  but  had 
only  filthy  ideas  about  sex,  and  laughed  at  it.  Most  people  were 
never  told  in  a  serious  way  by  their  parents  or  by  a  doctor  what 
maturity,  marriage,  and  having  children  really  mean. 

All  that  is  best  in  modern  life  and  civilization  has  grown 
mainly  out  of  the  sex  impulses.  Hunger  and  sex  are  the  two 
great  driving  forces  in  the  world.  The  hunger  motives  have 
given  rise  to  our  economic  or  self-seeking  life;  the  sex  or  love 
motives  have  given  rise  to  the  spiritual  and  social  aspects  of  life, 


KEEPING  FIT 


105 


aspects  which  find  their  highest  satisfaction  in  the  happiness  and 
service  of  others.  Human  affection,  which  is  the  finest  and  often 
the  most  powerful  motive  in  life,  is  the  highest  product  of  sex  in 
the  world.  That  is  why  the  defiling  of  the  affections  so  completely 
destroys  character  and  manhood.  With  sex  destroyed  or  de¬ 
bauched  we  should  lose  nearly  all  that  is  beautiful  in  art,  poetry, 
music,  and  literature — for  courtship,  marriage,  fatherhood, 
motherhood,  birth,  true  family  life,  and  all  our  most  generous 
impulses  are  due  to  sex. 

It  would  not  be  possible  for  a  boy  to  achieve  the  full  vigor 
of  manhood  were  it  not  for  the  reproductive  or  sex  organs.  This 
fact  may  be  made  clear  by  referring  to  the  activity  of  the  various 
glands  in  the  body.  Everyone  is  probably  acquainted  with  the 
salivary  glands,  and  the  glands  in  the  stomach  which  secrete  the 
gastric  juice.  There  are  also  glands  which  make  secretions  that 
are  absorbed  by  the  blood.  One  of  these  glands  is  called  the 
thyroid.  If  a  boy  were  seriously  injured  so  as  to  necessitate  the 
removal  of  the  thyroid  gland  it  would  probably  retard  the  devel¬ 
opment  of  his  brain. 

The  testicles  are  glands  which,  like  the  thyroid  glands,  secrete 
an  exceedingly  important  substance.  The  blood  absorbs  this 
substance,  or  secretion,  and  carries  it  all  through  the  body.  It 
gives  tone  to  the  muscles,  power  to  the  brain,  and  strength  to  the 
nerves.  It  is  what  caused  your  voice  to  change,  your  shoulders 
to  square  out,  your  beard  to  start  growing.  It  literally  makes  a 
man  out  of  you. 

For  the  above  reasons  it  is  of  paramount  importance  to  a  man’s 
efficiency  and  happiness  that  his  sex  organs  be  kept  healthy.  For 
this,  physical  cleanliness  is  the  first  essential. 

Inside  the  body,  near  the  bladder,  are  certain  small  glands 
which,  when  a  boy  reaches  the  age  of  fifteen,  sixteen,  or  seven¬ 
teen  (though  it  may  be  earlier  or  later)  become  filled  with  a 
fluid  occasionally  discharged  in  the  night.  This  discharge  is 
called  a  seminal  or  nocturnal  emission,  or  “wet  dream.”  It  is  a 
perfectly  healthy  experience.  It  may  come  two,  three,  or  four 
times  a  month,  or  only  once  in  two  or  three  months.  To  prevent 
too  frequent  emissions,  it  is  well  not  to  lie  on  the  back  when  sleep¬ 
ing,  or  to  drink  much  water  late  in  the  evening.  If  you  keep 
yourself  clean  in  mind  and  body,  however,  and  ordinarily  feel 


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no  ill  effects  after  natural  emissions,  you  need  not  and  should 
not  worry. 

Some  ignorant  men  or  quack  doctors  may  tell  you  that  the 
sex  organs  must  be  used  if  they  are  to  be  kept  healthy.  This  is 
a  lie.  Manhood  is  not  lost  by  disuse  of  the  sex  organs.  Real  lost 
manhood  is  usually  due  to  venereal  disease  or  long  abuse  of  the 
sex  organs. 

Famous  boxers  and  wrestlers,  explorers,  and  athletes  who  want 
their  bodies  in  perfect  condition  for  a  great  struggle,  keep  away 
from  women  as  part  of  their  training.  Even  the  ancients  recog¬ 
nized  this  in  training  their  gladiators  and  athletes,  and  reputable 
doctors  agree  that  sex  indulgence  is  not  necessary  to  health. 

/ 

Handicaps  Revealed  by  War 

The  examination  of  men  for  our  armies  revealed  the  causes 
which  produced  the  greatest  number  of  physical  “ineffectives” 
and  rejections.  Aside  from  wounds,  the  principal  causes  were 
defective  eyesight,  poor  teeth,  bad  feet,  and  venereal  disease. 

The  facts  here  presented  are  aimed  to  reduce  inefficiency  from 
these  four  causes.  The  self-discipline  and  healthy  activities  re¬ 
quired  to  prevent  these  diseases  and  defects  will  be  found  to  be 
the  means  also  of  abundant  health,  vigor,  and  general  well¬ 
being. 

Defective  Eyes.  The  human  eye  is  one  of  the  most  marvelous 
and  delicate  mechanisms  known  and,  next  to  the  vital  organs,  the 
most  important  part  of  the  body.  Yet  most  of  us  abuse  our  eyes 
unmercifully. 

Close  your  eyes  and  for  a  half  minute  imagine  yourself  blind. 
In  warfare  false  eyesight  is  almost  as  useless  as  blindness.  The 
most  frequent  kinds  of  poor  eyesight  causing  rejection  from  the 
Army  were  near  and  far  sightedness  and  astigmatism.  The  same 
conditions,  of  course,  handicap  a  man  almost  as  much  in  civil¬ 
ian  life. 

Certain  defects  in  the  original  structure  of  the  eye  itself  cannot 
be  cured,  and  can  only  be  corrected  by  glasses  properly  fitted  by 
a  competent  oculist.  Certain  other  defects,  due  to  mistreatment 
of  the  eyes,  can  be  cured  by  proper  glasses  which,  so  to  speak, 
“train”  the  eye  back  to  normal.  Some  kinds  of  defects,  such  as 
certain  cases  of  “cross-eyes”  may  be  helped  by  a  slight  operation. 


KEEPING  FIT 


107 

Slight  muscular  defects  often  cause  severe  eye-strain  without  the 
patient’s  knowing  what  is  wrong. 

Still  other  eye  troubles  affect  chiefly  the  lids,  or  attack  the 
lids  first  and  only  later  affect  the  eyesight  itself.  Proper  medical 
treatment  will  usually  cure  these  conditions.  Certain  infected 
cases,  however,  may  leave  permanent  scars. 

Varieties  of  eye  trouble  are  so  numerous  that  they  cannot  be 
described  here,  nor  would  it  be  wise  for  you  to  try  to  treat  your¬ 
self,  for  the  symptoms  of  very  different  complaints  are  often  so 
nearly  alike — headache,  redness,  dimness,  etc. — that  only  a  physi¬ 
cian  can  prescribe  properly.  For  any  continued  discomfort  go  to 
a  reliable  eye  specialist. 

It  is  unwise  to  ask  an  optician  to  prescribe  for  eye  defects.  An 
optician  is,  or  should  be,  merely  one  who  makes  the  glasses 
ordered  by  the  physician,  and  it  is  no  safer  to  go  directly  to  the 
optician  than  it  would  be  to  go  to  a  druggist  for  surgical  treat¬ 
ment. 

It  is  possible,  however,  for  you  to  know  how  to  avoid  prevent¬ 
able  eye  trouble.  Many  a  man’s  career  has  been  handicapped 
because  he  neglected  these  apparently  simple  rules: 

1.  When  reading,  writing,  or  using  the  eyes  closely  in  any 
way,  be  sure  to  have  good,  clear  light,  preferably  over  the  left 
shoulder  if  writing,  and  not  directly  in  the  eyes  or  reflected 
sharply  from  the  paper. 

2.  Do  not  hold  the  eyes  less  than  twelve  inches  from  your 
work. 

3.  Do  not  use  the  eyes  too  long  continuously — rest  them  a 
few  minutes  occasionally  by  closing  them  or  looking  into  the 
distance  to  relax  them.  One  should  do  this  at  least  every  hour, 
especially  if  reading  fine  type  or  doing  intense,  delicate  work. 

4.  Do  not  use  your  eyes  much  on  a  vibrating  train  or  car,  or 
go  too  often  to  motion  pictures.  They  strain  the  eyes. 

5.  Keep  away  from  places  where  stone  chips,  sparks,  or  emery 
dust  is  flying,  or  wear  goggles. 

6.  If  strong  light  bothers  you,  wear  slightly  brown  non-mag¬ 
nifying  glasses  outdoors,  with  a  broad-brimmed  hat. 

7.  Avoid  the  common  towel  and  do  not  rub  the  eyes  with 
dirty  hands.  Contagious  eye  disease  is  spread  in  these  two  ways. 


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Defective  Teeth.  It  should  hardly  be  necessary,  in  this  day,  to 
emphasize  the  importance  of  clean  teeth.  Bad  teeth  are  not  only 
the  producers  of  toothache,  but  also  harborers  of  disease  germs. 
The  mouth  is  the  gateway  to  the  throat  and  stomach,  and  it 
pays  to  keep  it  clean.  Poisons  absorbed  from  diseased  teeth  may 
cause  intense  suffering  and  loss  of  health. 

The  correct  way  to  brush  teeth  is  with  a  medium  soft  brush, 
with  an  up-and-down  stroke,  bearing  away  from  the  gums 
toward  the  points  of  the  teeth,  so  as  to  get  the  food  from  be¬ 
tween  the  teeth  without  violently  pushing  back  the  gums. 

Even  if  you  keep  the  teeth  properly  cleaned  daily,  it  pays 
to  have  them  examined  and  cleaned  by  a  good  dentist  once  in  six 
months,  to  prevent  decay  and  avoid  disease. 

Defective  Feet.  In  battle  an  army  gets  from  where  it  is  to  where 
it  is  going  on  feet.  A  good  general  takes  almost  as  much  care 
for  his  men’s  feet  and  stomachs  as  he  does  for  their  powder  and 
shot. 

Men  were  not  rejected  for  corns  and  bunions,  unless  they  inter¬ 
fered  with  wearing  a  military  shoe,  or  with  weight-carrying 
power;  but  they  are  a  nuisance,  and  they  can  be  avoided  by 
having  properly  fitted  shoes,  snug  but  not  pressing  or  stubbing 
the  joints  or  toes.  The  Army  “last”  is  a  safe  and  good-looking 
shoe. 

Cleanliness  is  of  the  utmost  importance  in  keeping  the  feet  in 
condition.  Unless  this  is  attended  to  systematically,  the  skin 
becomes  softened  and  irritated  by  cast-off  particles  of  skin,  dirt, 
and  perspiration;  hence  blisters  and  abrasions  are  more  likely 
to  form. 

The  most  frequent  foot  trouble,  serious  enough  to  cause  rejec¬ 
tion  and  real  handicap,  was  the  fallen  arch,  or  “flat  foot.”  This 
may  be  prevented  by  wearing  shoes  which  do  not  put  too  heavy 
a  strain  on  the  “arch”  of  the  foot,  but  give  it  mild  support.  Many 
things  besides  shoes  may  cause  flat  foot,  and  a  doctor  should 
always  be  consulted  for  any  continuous  foot  discomfort.  Foot- 
strain  is  also  a  cause  of  some  kinds  of  backache  and  other  ner¬ 
vous  trouble. 

The  straight  position  of  the  foot — that  is,  with  the  feet  parallel 
— is  the  proper  one  for  both  standing  and  walking. 


KEEPING  FIT 


109 


If  a  shoe  threatens  to  injure  your  foot,  it  is  poor  economy  to 
keep  it.  Don’t  buy  a  misfit  just  because  it  is  cheap  or  fashion¬ 
able — it  doesn’t  pay.  Remember  the  doctor’s  bills! 

Venereal  Diseases.  In  former  wars  germ  diseases  killed  more 
soldiers  than  bullets,  but  such  diseases  as  smallpox,  yellow  fever, 
and  typhoid  were  successfully  controlled  in  the  Great  War. 

Of  all  the  diseases  that  handicap  men  in  the  Army,  in  agricul¬ 
ture,  mining,  lumbering,  and  shipbuilding,  the  venereal  diseases 
(syphilis,  gonorrhea,  and  chancroid)  cause  the  greatest  loss  of 
time,  money,  and  efficiency,  besides  untold  misery.  Surgeon- 
General  Gorgas  said  that  if  it  were  possible  to  get  rid  of  all 
wounds  or  of  all  venereal  disease  he  would  rather  be  rid  of  the 
venereal  cases. 

If  Germany  had  hired  an  army  of  spies  to  scatter  disease  germs 
among  our  soldiers  and  thus  to  keep  them  from  the  front,  the 
nation  would  have  wrathfully  protested.  If  an  American  gen¬ 
eral  had  permitted  infected  persons  to  mix  freely  with  our 
soldiers,  he  would,  in  effect,  have  been  aiding  the  enemy.  Ve¬ 
nereal  diseases  are  as  bad  as  smallpox  and  almost  as  “catching.” 
Yet  every  day  many  men  and  boys  are  exposing  themselves  to 
venereal  diseases,  largely  through  ignorance  of  the  laws  of  health 
and  lack  of  self-control.  False  modesty  has  caused  silence  about 
venereal  diseases  because  they  are  usually  caught  from  immoral 
relations  with  women  and  girls  who,  in  turn,  have  caught  one  or 
the  other  of  the  diseases  from  some  man. 

Practically  all  prostitutes,  and  girls  and  women  who  may  not 
be  professional  prostitutes  but  who  permit  men  to  have  sexual 
relations  with  them,  have  one  or  more  of  these  venereal  diseases. 
Many  such  women  are  feeble-minded.  They  are  to  be  pitied 
and  avoided. 

Here  are  a  few  more  facts  about  venereal  diseases  which  you 
should  know  for  the  protection  of  yourself  and  others: 

1.  Gonorrhea  (sometimes  vulgarly  called  “clap”  or  “a  dose”) 
can  be  cured,  if  promptly  and  thoroughly  treated,  without  ap¬ 
parent  loss  of  health,  but  it  always  has  serious  possibilities.  In 
many  cases  it  causes  chronic  pain  and  distress  in  the  sexual 
organs,  with  severe  mental  depression.  It  may  lead  to  conditions 
which  cause  loss  of  health  or  even  death;  in  many  cases  it  injures 
sexual  power  and  fertility,  and  it  occasionally  cripples  a  man  for 


no 


HANDBOOK  FOR  COMRADES 


life  (gonorrheal  rheumatism).  The  loss  of  health,  time,  and 
money  caused  by  these  sequels  and  their  treatment  may  far  ex¬ 
ceed  that  caused  by  the  original  disease,  which  is  in  itself  bad 
enough. 

The  widespread  notion  among  the  uninformed  that  gonorrhea 
is  a  mere  annoyance,  “no  worse  than  a  cold,”  is  based  entirely 
upon  lamentable  ignorance.  It  is  absolutely  false. 

2.  This  disease  sometimes  persists  in  the  deeper  parts  long 
after  it  is  apparently  cured.  It  thus  happens  that  a  man  may 
give  the  disease  without  knowing  it  to  his  wife,  who  thereupon 
enters  upon  a  period  of  ill  health  that  may  end  in  an  operation 
involving  the  mutilation  of  her  sexual  organs  in  order  to  save 
her  life,  or  perhaps  actually  killing  her.  Much  of  the  surgery 
performed  on  the  reproductive  organs  of  women  is  made  nec¬ 
essary  by  gonorrhea  contracted  from  the  husband.  Often 
such  women  can  never  have  children.  Should  the  wife  while 
infected  with  this  disease  give  birth  to  a  child,  the  baby’s  eyes 
may ‘be  attacked  by  gonorrhea  germs  and  blindness  may  result. 

3.  The  other  serious  venereal  disease,  syphilis,  infects  the 
blood  and  therewith  all  parts  of  the  body.  For  months  after 
infection  with  this  disease,  a  person  may  communicate  it  even 
by  personal  contact,  such  as  by  kissing;  and  articles  touched  by 
his  saliva  or  sores — towels,  drinking  glasses,  pipes,  etc. — may 
sometimes  carry  the  infection  to  others.  Although  the  disease, 
under  proper  treatment,  is  not  dangerous  to  life  in  the  earlier 
years  of  its  progress,  the  possibilities  of  transmitting  it  should 
forbid  the  marriage  of  the  person  until  a  competent  physician 
has  certified  to  his  freedom  from  disease. 

4.  The  most  serious  results  of  syphilis  may  appear  years  after 
its  beginnings,  when  the  individual  has  been  lulled  into  a  false 
sense  of  security  by  long  freedom  from  its  manifestations,  and 
considers  himself  cured.  It  may  attack  any  organ  of  the  body. 
Among  the  diseased  conditions  produced  in  various  cases  are 
apoplexy,1  paralysis,2  insanity,3  and  locomotor  ataxia,4  and  these 

1  Apoplexy  refers  to  sudden  paralysis  and  deep  stupor  caused  by  bleeding  into 
the  brain  or  spinal  cord. 

2  Paralysis  means  a  loss  of  motion  or  sensation  in  some  part  of  the  body. 

8  Insanity  means  disorder  of  the  mind,  more  or  less  permanent,  but  without  loss 
of  consciousness  or  will. 

4  Locomotor  ataxia  means  failure  of  muscular  control  and  other  changes  due  to 
degeneration  of  certain  parts  of  the  spinal  cord  and  nerves. 


KEEPING  FIT 


hi 


often  appear  after  the  man  has  a  family  dependent  upon  him 
for  support. 

5.  The  injury  to  the  individual  caused  by  syphilis  is  shown 
in  the  attitude  of  the  leading  insurance  companies  toward  those 
so  infected — a  purely  business  matter,  devoid  of  all  sentimental 
considerations.  They  refuse  to  insure  the  life  of  a  syphilitic 
person  for  four  or  five  years  after  the  disease  has  been  contracted, 
and  then  only  upon  special  terms;  for  their  records  prove  that 
syphilis  tends  to  shorten  life,  and  that  the  death  rate  for  those 
who  have  had  syphilis  is  double  the  rate  for  those  who  have 
never  contracted  it. 

6.  That  the  syphilitic  parent  may  transmit  the  disease  to  his 
offspring  is  common  knowledge;  some  of  his  children  may  be 
destroyed  by  the  disease  before  birth;  others  may  be  born  to  a 
brief  and  sickly  span  of  life;  others  attain  maturity  seriously 
handicapped  by  a  burden  of  ill  health,  incapacity,  and  misery 
produced  by  the  inherited  taint;  others  escape  these  evil  effects. 

7.  The  above  facts  show  why  a  father  has  a  right  and  duty  to 
demand  a  health  certificate  from  any  man  who  asks  for  his 
daughter  in  marriage. 

8.  The  only  safe  way  to  avoid  venereal  diseases  is  to  keep 
away  from  prostitutes  and  loose  girls.  Between  syphilis  and 
gonorrhea,  choose  neither. 

9.  If  a  man  contracts  gonorrhea  or  syphilis  he  will  save  money 
and  time  by  consulting  a  competent  physician  as  soon  as  symp¬ 
toms  of  the  infection  appear.  Medical  institutes  and  quack 
doctors  are  far  more  interested  in  your  pocketbook  than  in  your 
health.  To  rely  on  drug  store  remedies  for  self-treatment  is 
equally  dangerous.  They  do  not  eradicate  the  infection,  and  it 
should  always  be  remembered  that  merely  covering  up  a  disease 
does  not  cure  it.  A  complete  cure  is  never  effected  until  the 
system  has  been  entirely  freed  of  the  infection.  Otherwise  it  may 
smoulder  and  break  out  years  later.  In  many  cases  attempted 
self-treatment  permits  the  infection  to  secure  such  a  hold  on  the 
system  that  a  cure  becomes  impossible.  The  sufferer’s  condition 
eventually  drives  him  to  a  reputable  physician,  only  to  find  that 
he  has  come  too  late.  For  the  individual  to  rely  on  drug  store 
remedies  or  quack  doctors  is  to  gamble  his  whole  future,  with  the 
odds  all  against  him. 


1 12 


HANDBOOK  FOR  COMRADES 


io.  Do  not  be  fooled  by  "quacks”  and  "medical  institutes.”  In 
many  cities  these  unscrupulous  quacks  advertise  to  cure  “lost 
manhood,”  "nervous  debility,”  "spermatorrhea,”  “pimples,”  and 
things  which  have  nothing  to  do  with  sexual  health.  They  try 
to  frighten  the  ignorant  into  paying  large  sums  of  money  for  the 
“cure”  of  diseases  which  do  not  exist,  and  the  lies  they  dissemi¬ 
nate  help  to  spread  venereal  diseases.  They  have  been  actually 
run  out  of  some  parts  of  the  country. 

Control  and  Conservation  of  Manhood 

Over-exercise  or  excitement  of  the  sex  glands  may  exhaust 
them  and  weaken  a  man.  If  a  boy  or  man  himself  stimulates  his 
sex  organs  it  is  called  “self-abuse”  or  "masturbation.”  This  prac¬ 
tice  does  not  make  a  man  insane,  but  it  is  so  weakening  both  to 
the  body  and  to  the  will  power  that  many  boys  and  men  worry 
themselves  sick  over  the  habit.  If  a  man  or  boy  who  abuses 
himself  stops  immediately,  once  and  for  always,  nature  comes  to 
his  rescue  and  aids  him  in  recovering  self-respect,  courage,  and 
vigor  of  mind  and  body.  If  you  are  tempted  to  abuse  yourself, 
or  have  acquired  the  habit,  you  can  cure  yourself  by  athletics, 
fun,  and  your  own  self-respect  and  will  power.  Most  boys  who 
masturbate  stop  the  habit  before  lasting  injury  has  been  done. 
Going  to  a  prostitute  instead  does  not  really  break  the  habit.  It 
makes  matters  worse.  Needless  to  say,  neither  kind  of  habit 
helps  to  make  strong  men. 

Thinking  about  or  looking  at  things  which  excite  the  sex  feel¬ 
ings  makes  it  difficult  to  control  the  sex  organs,  just  as  looking 
at  food  makes  the  mouth  water,  or  thinking  of  a  sorrow  may 
bring  tears  to  the  eyes.  Liquor  makes  it  easy  to  lose  control  of 
the  thoughts  and  hard  to  resist  temptation,  and  it  makes  the 
body  more  liable  to  disease.  That  is  one  reason  why  the  Gov¬ 
ernment  prohibits  liquor  to  soldiers.  While  it  is  not  always 
possible  to  prevent  these  things  from  coming  to  your  attention, 
it  is  possible,  by  using  will  power,  to  direct  the  attention  away 
from  these  harmful  influences  and  center  it  on  wholesome  sub¬ 
jects.  You  can  learn  the  trick  of  switching  the  thoughts  away 
quickly  from  suggestive  subjects  to  athletics,  school  work,  or 
some  “hobby”  or  other.  A  man  who  is  "thinking  below  the  belt” 


KEEPING  FIT 


ii3 

cannot  be  100  per  cent  efficient.  The  mind  should  not  be  made  a 
cesspool,  but  a  reservoir  which  is  not  to  be  contaminated. 

The  sex  instinct  may  be  either  a  destroying  scourge  or  a  great 
blessing.  If  it  be  abused,  inefficiency  and  suffering  may  result 
for  the  man  and  his  wife  and  children.  If  it  be  understood  and 
controlled,  it  is  a  source  of  strength  and  of  richer  and  fuller  life. 

The  nature  of  the  sex  instinct  may  be  understood  by  com¬ 
paring  it  with  other  forces  of  nature.  Fire  is  a  great  blessing  to 
mankind.  By  means  of  it  machinery  is  made  to  perform  gi¬ 
gantic  tasks.  It  warms  our  houses  and  cooks  our  food.  The 
warmth  and  glow  of  a  camp  fire  is  a  source  of  great  pleasure  to 
campers.  When  fire  is  controlled  it  is  a  valuable  aid  to  man,  but 
when  it  gets  beyond  control  it  may  cause  ruin. 

The  water  above  a  dam  becomes  a  source  of  power  when  di¬ 
rected  into  the  turbines  which  run  dynamos.  If  it  be  merely 
held  back  by  the  dam,  it  may  accumulate  and  cause  a  break, 
resulting  in  a  flood.  To  be  useful  it  must  not  only  be  held  back, 
it  must  also  be  directed  into  the  turbines.  So  sex  energy  must 
be  controlled  and  directed.  In  entering  into  manhood  you  may 
need  the  full  power  of  your  will  to  keep  your  sex  desires  from 
leading  you  into  practices  that  weaken  and  destroy  yourself  and 
others.  But  you  will  be  helped  most  by  cultivating  healthful  sex 
interests  and  turning  your  powers  of  mind  and  body  into  ath¬ 
letics,  work,  study,  art,  music,  religion — any  constructive  social 
activity.  A  man  thoroughly  absorbed  in  work  for  others  or 
in  training  for  a  career  of  community  usefulness  has  no  time  or 
desire  to  bother  with  smut  or  vice. 

Relationships  with  Girls 

Think  of  all  girls  as  the  future  mothers  of  the  race,  and  under¬ 
stand  that  one  of  their  most  important  functions  in  life  is  to 
become  the  mothers  of  healthy  children  who  will  make  useful 
citizens.  A  nation  as  well  as  a  man  may  well  be  judged  by  its 
attitude  toward  women. 

The  man  who  is  fair  will  treat  every  girl  as  he  expects  others  to 
treat  his  own  sister.  There  is  no  finer  thing  than  the  friendship 
of  a  true  girl  and  a  true  man. 

The  man  who  seeks  wine  and  loose  women  is  taking  a  big 
chance.  Far  from  being  strong,  he  is  weak.  The  man  who  does 


HANDBOOK  FOR  COMRADES 


1 14 

so,  needlessly  exposes  to  danger  the  body  and  mind.  He  is  dis¬ 
loyal  to  his  own  best  self. 

In  an  accident  at  sea,  when  everyone  is  anxious  to  reach  the 
lifeboats,  the  rule  for  all  men  is,  “women  and  children  first.”  If 
a  man  rushes  in  ahead  of  them,  he  is  looked  upon  as  a  coward. 
It  is  even  more  important  for  men  to  protect  girls  and  women 
from  other  dangers,  especially  from  those  dangers  which  threaten 
to  ruin  their  lives.  We  fought  to  preserve  our  homes  from  au¬ 
tocracy  and  rapine.  Let  us  see  to  it  they  are  protected  also  from 
internal  enemies  of  disease  and  disgrace.  If  we  were  ready  to  die 
to  protect  our  homes,  we  should  surely  live  in  such  a  way  as  to 
safeguard  them. 

Every  man  who  has  any  principle  believes  in  fair  play.  He 
despises  cheating.  If  you  are  for  the  “square  deal,”  you  will  adopt 
for  your  own  life  the  same  standard  you  expect  of  the  woman 
you  are  to  marry  some  day.  The  chain  of  human  beings  reaches 
into  the  infinite  past  and  forward  into  the  infinite  future.  But 
one  false  step  may  infect  your  own  racial  stock  and  blight  the 
lives  of  generations  to  come,  or  even  cut  you  off  entirely  from 
your  share  of  posterity.  If  a  man  keeps  his  body  in  good  con¬ 
dition  and  lives  a  clean  life,  his  descendants  will  thank  him  for 
a  vigorous  and  untainted  heritage.  The  spark  of  life  is  to  be 
accepted  as  a  sacred  trust  to  be  transmitted  undimmed  to 
future  generations. 

1.  This  information  alone  is  not  always  sufficient  to  make 
and  keep  you  physically  fit.  There  are,  however,  some  powerful 
reasons,  and  the  strongest  motives  in  the  world,  why  you  should 
struggle  as  hard  as  you  are  able  to  keep  clean  in  every  way  and 
to  build  yourself  up.  Here  are  some  of  the  reasons: 

a.  Your  success  in  athletics  in  school  and  college  depends  upon 
all-round  physical  vigor  and  the  best  habits.  (Many  illustrations 
can  be  given  from  trainers,  arctic  explorers,  soldiers,  and  others.) 

b.  Your  future  position  in  life  demands  it.  The  high  speed 
work  in  the  professional  and  business  life  of  today  makes  even 
slightly  impaired  health  a  handicap.  Men  with  biggest  tasks  take 
great  care  to  keep  in  fine  physical  condition,  for  example,  Woodrow 
Wilson.  Since  so  many  of  the  world’s  young  men  are  missing, 
the  young  men  of  this  generation  in  the  United  States  are  to  be 
called  on  for  the  biggest  tasks  in  history,  here  and  abroad:  in 


KEEPING  FIT 


115 

industry,  medicine,  law,  public  health  work,  agricultural  develop¬ 
ment,  education,  and  so  many  difficult,  humane  tasks.  Only 
health  and  vigor  above  anything  yet  attained  can  cope  with 
these  demands. 

c.  Your  father  and  mother,  who  count  on  you  so  much  for 
their  happiness,  care  more  than  anything  else  that  you  keep 
physically  free  from  disease  and  morally  pure. 

d.  The  girl  you  marry  and  the  children  you  may  have  some 
day,  depend  for  their  happiness  and  health  on  your  keeping 
absolutely  clean  and  free  from  exposure  to  disease. 

e.  Your  nation  demands  men  physically  clean  and  fit.  The 
War  revealed  the  dangers  of  physical  inability  and  the  handicap 
that  it  meant  to  a  fighting  and  working  force.  The  tasks  of  peace 
require  health  and  vigor  no  less.  The  Government  is  asking  the 
boys  of  this  generation  to  set  a  high  standard  for  American  man¬ 
hood. 

2.  The  men  in  the  American  armies  during  the  war  were 
trained  to  live  clean.  This  gave  us  the  cleanest  army  in  the 
world.  Now  the  Government  and  people  have  set  before  them¬ 
selves  the  task  of  building  up  the  cleanest,  most  vigorous,  and  the 
healthiest  nation  in  the  world.  This  is  what  American  ideals  and 
standards  have  come  to  mean  in  Europe.  Will  you  do  your  part 
to  build  up  this  next  generation  of  clean  manhood? 

3.  The  older  boy  whose  life  is  dominated  by  Christian  motives 
will  quickly  see  that  impurity  of  thought  or  act  is  not  consistent 
with  Christian  ideals.  To  keep  clean  in  mind  and  body  will  be 
the  only  course  that  will  square  with  the  ideals  associated 
with  Christian  development. 


CHAPTER  IX 


TRACK  AND  FIELD  ATHLETICS 


Section  i. 
Section  2. 
Section  3. 
Section  4. 
Section  5. 
Section  6. 


Basis  of  Grading  for  Athletic  Events 
Rules  for  Conduct  of  Athletic  Events 
Scoring  Tables 

Suggestions  for  Boys’  Athletic  Meet 
Athletic  Records 
Christian  Athletes 


SECTION  1 

Basis  of  Grading  for  Athletic  Events 


The  weight  classification  has  been  chosen  for  the  athletic 
events  of  this  program  because  it  is  the  most  simple,  conforms  to 
existing  efficiency  tests,  and  is  most  practical  for  the  Leader 


The  following  is  the  weight  classification: 


Class  I. 
Class  II. 
Class  III. 
Class  IV. 
Class  V. 


60  to  80  lbs.  inclusive  80  lb.  class. 

81  to  95  lbs.  inclusive  95  lb.  class. 

96  to  no  lbs.  inclusive  no  lb.  class. 
hi  to  125  lbs.  inclusive  125  lb.  class. 

18  years  and  under 

Weight  unlimited  unlimited  class. 


In  rare  instances  there  are  boys  who  are  handicapped  by  a 
straight  weight  classification.  For  instance,  a  boy  twelve  years 
old  weighing  120  lbs.  would  be  outclassed  in  the  125  lb.  class. 
There  are  a  few  boys  who  are  given  an  undue  advantage.  A 
boy  seventeen  years  old  weighing  100  lbs.  would  outclass  any 
boy  of  fourteen  or  fifteen  in  the  no  lb.  class.  In  competition 
with  other  groups,  the  straight  weight  classification  should  be 
followed,  but  in  competition  within  the  group  the  Leader ,  with 
the  consent  of  the  group,  could  make  exceptions  of  these  boys 


TRACK  AND  FIELD  ATHLETICS 


117 


and  grade  them  accordingly  to  the  following  averages  and  clas¬ 
sifications: 

A  summary  study  of  the  average  weight  of  67,987  boys  in 
the  United  States  gives  the  following  results  for  the  varying  ages: 

12  years —  69.8  lbs.  15  years —  91.4  lbs. 

13  years —  75.2  lbs.  16  years — 111.9  lbs. 

14  years —  82.3  lbs. 


These  averages,  applied,  result  in  the  following  age  and  weight 
classification  which  may  be  used: 

Class  I.  Boys  12  years,  irrespective  of  weight. 

Boys  13  years,  under  81  lbs. 

Class  II.  Boys  13  years,  81  lbs.  and  over. 

Boys  14  and  15  years,  under  96  lbs. 

Class  III.  Boys  14  and  15  years,  96  lbs.  and  over. 

Boys  16  and  17  years,  under  ill  lbs. 

Class  IV.  Boys  16  and  17  years,  ill  lbs.  and  over. 
Class  V.  Boys  18  years,  irrespective  of  weight. 


Athletic  Events  Summary 


Class  I 

60  to  80  lbs.  inclusive 
,  80  lb.  Class 

1.  One  Lap  Potato  Race 

2.  Three  Lap  Potato  Race 

3.  50  Yard  Dash 

4.  75  Yard  Dash 

5.  Standing  Broad  Jump 

6.  Pull  Up — Four  Times 

7.  Running  High  Jump 

8.  Running  Broad  Jump 

9.  One  Day  Hike — 

Eight  Miles 

10  Century  Hike — 

100  Miles  in  a  year 

1 1  Baseball  Throw 


Class  II 

81  to  95  lbs.  inclusive 
95  lb.  Class 

1.  One  Lap  Potato  Race 

2.  Four  Lap  Potato  Race 

3.  75  Yard  Dash 

4.  100  Yard  Dash 

5.  Standing  Broad  Jump 

6.  Pull  Up — Five  Times 

7.  Running  High  Jump 

8.  Running  Broad  Jump 

9.  One  Day  Hike — 

Ten  Miles 

10  Century  Hike — 

100  Miles  in  a  year 

1 1  Baseball  Throw 
20  points 

200  points 


Each  event  counts  a  maximum  of 
Total,  10  events, 


The  six  starred  events  are  required.  Participants  may  pick 
four  of  the  remaining  five  to  make  ten  events. 


1 1 8 


HANDBOOK  FOR  COMRADES 


Class  III 

96  to  no  lbs.  inclusive 
no  lb.  Class 

1.  Two  Lap  Potato  Race 

2.  Five  Lap  Potato  Race 

3.  75  Yard  Dash 

4.  100  Yard  Dash 

5.  Standing  Broad  Jump 

6.  Pull  Up — Six  Times 

7.  Running  High  Jump 

8.  Running  Broad  Jump 

9.  One  Day  Hike — 

Twelve  Miles 

10.  Century  Hike — 

100  Miles  in  6  Mos. 
n.  Baseball  Throw  for 
Distance 
12.  Shot  Put 


Class  IV 

hi  to  125  lbs.  inclusive 
125  lb.  Class 

1.  Two  Lap  Potato  Race 

2.  Six  Lap  Potato  Race 

3.  100  Yard  Dash 

4.  220  Yard  Dash 

5.  Standing  Broad  Jump 

6.  Pull  Up — Seven  Times 

7.  Running  High  Jump 

8.  Running  Broad  Jump 

9.  One  Day  Hike — 

Fourteen  Miles 

10.  Century  Hike — 

100  Miles  in  6  Mos. 

11.  Baseball  Throw  for 

Distance 

12.  Shot  Put 


Class  V 

Weight  unlimited 
18  years  and  under 
Unlimited  Class 

1.  Three  Lap  Potato  Race 

*  2.  Six  Lap  Potato  Race 
3.  100  Yard  Dash 

*  4.  220  Yard  Dash 

5.  Standing  Broad  Jump 

*  6.  Pull  Up — Eight  Times 

*  7.  Running  High  Jump 
8.  Running  Broad  Jump 

*  9.  One  Day  Hike 

Eighteen  Miles 
*10.  Century  Hike 

100  Miles  in  6  Mos. 

11.  Baseball  Throw  for  Distance 

12.  Shot  Put 

Each  event  counts  a  maximum  of  20  points 
Total,  10  events,  200  points 

The  six  starred  events  are  required.  Participants  may  pick 
four  of  the  remaining  six  to  make  ten. 


TRACK  AND  FIELD  ATHLETICS 


119 


SECTION  2 

Rules  for  Conduct  of  Athletic  Events 
Potato  Race 

1.  This  race  is  run  around  boxes  four  inches  deep,  placed  upon 
stands  two  feet  high,  whose  base  shall  not  measure  more  than  12 
inches  square.  They  shall  be  placed  upon  the  floor  31.  feet  apart 
at  their  outside  edges.  The  boxes  shall  not  be  loaded  or  fastened 
in  any  way  to  the  floor.  The  base  of  the  box  is  placed  in  the 
center  of  a  sixteen-inch  square  (outside  measurement),  marked 
on  the  floor.  When  competition  is  within  the  group,  a  chair  with 
tin  pail  makes  a  very  good  box  and  stand ;  in  inter-group  compe¬ 
tition  standard  boxes  should  be  used.  The  runner  shall  start 
with  one  potato  in  his  hand  on  a  line  with  the  outside  edge  of  the 
box  in  which  are  placed  the  other  potatoes.  He  shall  circle  out¬ 
side  the  boxes,  transferring  one  potato  each  for  each  lap  into  the 
other  box  and  finish  across  the  starting  line.  If  a  runner  knocks 
over  a  box  or  moves  a  box  so  that  any  part  of  the  base  projects 
beyond  the  square  marked  on  the  floor,  he  shall  be  disqualified, 
but  he  may  be  given  one  other  trial  by  the  judges.  No  rubber 
or  mats  of  any  similar  material  shall  be  placed  on  the  floor,  but 
the  use  of  resin  will  be  allowed. 


Sprint — Start 


Sprint — Finish 


120  HANDBOOK  FOR  COMRADES 

'V 

Sprints 

2.  The  Distance  should  be  accurately  measured  with  a  cotton 
or  steel  measuring  tape.  If  there  are  only  one  or  two  stop¬ 
watches,  each  boy  should  run  alone.  It  will  help  the  boy  who  is 
being  tested  if  one  or  more  boys  run  with  him  as  “pace  makers.” 

The  Start  is  of  great  importance.  The  “crouching”  position  is 
the  most  popular.  The  front  foot  is  placed  about  six  inches 
behind  the  line;  the  rear  foot  is  placed  so  that  when  kneeling 
the  knee  is  opposite  the  instep  of  the  front  foot.  Small  holes  are 
made  in  which  the  feet  are  placed.  When  the  starter  says,  “Get 
on  the  mark,”  the  boy  kneels  on  the  knee  of  his  rear  leg  and  places 
his  hands  on  the  line.  At  the  command,  “Get  set,”  this  knee  is 
raised  slightly  and  the  body  is  pushed  foward  a  little,  the  boy 
being  on  the  alert  for  the  report  of  the  pistol  or  the  word,  “Go.” 
A  pistol  with  blank  cartridges  or  a  toy  pistol  is  much  better  than 
saying  “Go”  as  it  makes  it  easier  for  the  timers  as  well  as  for  the  boy. 

The  Timers  are  those  who  take  the  time  of  the  runners.  Stop¬ 
watches  should  be  used,  as  it  is  impossible  to  time  accurately 
with  ordinary  watches.  The  watches  should  be  accurate  and 
tested  by  a  jeweler  so  that  they  are  regulated  alike.  The  timers 
stand  at  the  finish  line  and  start  their  watches  when  they  hear 
the  pistol  or  the  word,  “Go,”  and  stop  them  when  the  boy  whom 
they  are  timing  crosses  the  finish  line.  It  is  an  aid  to  both  run¬ 
ners  and  timers  to  stretch  a  piece  of  yarn  across  the  finish  line 
just  where  the  boys  will  be  able  to  break  it  with  their  chests. 
Two  watches  should  be  used  for  a  boy  running  alone  or  for  the 
first  boy  when  more  than  one  is  running.  If  there  is  a  difference 
between  the  time  of  the  two  watches  the  slower  time  is  recorded. 
Each  boy  will  be  allowed  to  run  but  once,  unless  the  person  in 
charge  allows  a  second  trial  on  account  of  the  boy’s  tripping  or 
falling  or  for  some  unavoidable  cause.  Considerable  experience 
is  necessary  to  time  accurately. 

Standing  Broad  Jump 

3.  A  piece  of  wood  eight  inches  wide  is  sunk  level  with  the 
ground.  This  is  called  the  “take-off.”  A  line  may  be  made  on  the 
ground  where  a  board  is  not  used.  The  boy  stands  on  the  board 
so  that  his  toes  are  just  even  with  the  edge.  With  clenched  fist 
he  swings  his  arms  forward  and  backward  and  jumps  so  that  he 


TRACK  AND  FIELD  ATHLETICS 


12 1 


lands  on  both  feet.  If  he  steps  over  the  edge  of  the  board  it  is  a 
foul  and  counts  as  one  trial.  The  jump  is  measured  by  placing 
the  free  end  of  the  tape  at  the  edge  of  the  board  and  measuring 
to  the  nearest  mark  on  the  ground  made  by  any  part  of  the  boy. 
If  a  boy  falls  or  steps  backward,  the  distance  measured  is  not 
where  his  feet  landed,  but  where  he  made  a  mark  when  he  fell  or 
slipped  back.  Care  should  be  taken  to  have  the  tape  at  right 
angles  to  the  board.  Each  boy  should  have  three  trials  and  the 
best  shall  be  the  one  recorded. 


Running  High  Jump 

4.  For  this  event  two  uprights,  two  pins,  and  a  cross-stick  or 
bar  are  required.  The  uprights  may  be  made  of  two-by-three- 
inch  sticks,  six  feet  in  length.  Beginning  two  feet  above  the 
ground,  holes  are  bored  one  inch  apart. 

The  uprights  should  be  placed  on  the 
ground  nine  to  twelve  feet  apart.  The 
cross-stick  or  bar  should  be  one  inch 
square  and  ten  to  fourteen  feet  in  length. 

A  rope  cannot  be  used  instead  of  a  cross¬ 
stick.  A  bamboo  fishing-rod  is  often 
used  for  the  cross-stick.  This  bar  rests 
on  five-inch  pins  or  wire  nails,  which 
project  not  more  than  three  inches  from 
the  uprights.  The  ground  is  dug  up  and 
leveled  off  where  the  bbys  will  land. 

The  bar  is  placed  at  the  lower  limit  of 
the  weight  class  and  is  raised  one  inch  at 
a  time.  Each  boy  is  allowed  three  jumps 

at  each  successive  height,  and  takes  his  jump  in  turn.  Those 
who  fail  on  their  first  trial  take  their  second  trial  in  turn  and 
those  who  fail  on  their  second  trial  take  their  third  in  their  proper 
order.  When  a  boy  fails  on  this  third  trial  at  any  height,  he  is 
declared  out  of  the  test  and  is  given  credit  for  the  last  height 
which  he  cleared.  Knocking  down  the  bar  is  counted  as  a  trial. 
Running  under  the  bar  is  a  “balk.”  Three  balks  are  counted 
as  one  trial.  The  boy  may  run  any  distance  and  from  any 
direction  before  making  his  jump. 


122 


HANDBOOK  FOR  COMRADES 


The  height  of  each  jump  is  measured  by  holding  the  free  end  of 
the  tape  so  that  it  just  touches  the  ground  directly  beneath  the 
center  of  the  bar  and  reading  the  height  on  the  upper  side  of  the 
bar  or  stick.  Care  should  be  taken  to  see  that  the  ground  is  per¬ 
fectly  level  and  that  the  tape  is  held  vertical. 

Running  Broad  Jump 

5.  For  this  event  it  is  very  important  to  have  the  take-off 
board  sunk  level  with  the  ground,  so  that  it  is  very  firm.  The 
boy  may  run  any  distance,  starting  slowly  and  gradually  in¬ 
creasing  his  speed,  and  judging  his  distance  so  that  he  will  jump 
from  the  take-off  board  with  one  foot  and  land  on  the  ground  on 
both  feet.  If  the  boy’s  foot  goes  beyond  the  edge  of  the  take-off 
board  it  is  a  foul,  and  counts  as  one  trial.  Each  boy  has  three 
trials  and  the  best  jump  is  recorded. 

The  ground  should  be  dug  up  and  leveled  off  so  that  the  boys 
will  not  injure  themselves  when  landing.  The  ground  should  be 
smoothed  over  after  each  jump.  The  measurement  is  made  in 
the  same  way  as  for  the  Standing  Broad  Jump. 

Putting  the  Shot 

6.  The  shot  is  a  metal  ball,  a  stone,  or  a  bag  filled  with  shot 
weighing  exactly  eight  pounds.  It  can  be  made  by  melting  some 
old  lead  in  a  cup  and  trimming  it  so  that  it  is  as  round  as  possible. 
It  is  “put”  with  one  hand  and  in  doing  so,  the  shot  must  be  above 
and  not  behind  the  shoulders.  It  must  not  be  a  throw.  A 
“put”  is  made  from  a  circle  seven  feet  in  diameter.  The  circle 
is  marked  on  the  ground  and  is  divided  into  halves  by  a  line 
drawn  through  the  center.  In  the  middle  of  the  circumference 
on  the  front  half  is  placed  a  curved  stop-board,  four  feet  long, 
four  inches  high,  and  fixed  in  place  by  means  of  pins  fastening 
it  to  the  ground.  In  making  a  “put,”  the  feet  of  a  boy  may  rest 
against  but  not  on  top  of  this  board. 

A  fair  “put”  is  one  in  which  no  part  of  the  boy  touches  the  top 
of  the  stop-board,  the  circle,  or  the  ground  outside  of  the  circle 
and  the  boy  leaves  the  circle  by  its  rear  half,  which  is  the  half 
directly  opposite  the  stop-board.  A  “put”  shall  be  a  foul  if 
any  part  of  the  boy  touches  the  ground  outside  the  front  half 


TRACK  AND  FIELD  ATHLETICS 


123 


of  the  circle  before  the  “put”  is  measured.  The  measurement  is 
made  from  the  inner  edge  of  the  stop-board  to  the  nearest  mark 
on  the  ground  made  by  the  shot.  Each  boy  is  allowed  three 
trials  in  turn  and  the  best  “put”  is  recorded. 

Throwing  for  Distance 

7.  This  event  may  be  conducted  on  the  road  or  in  a  field.  The 
starting  line  is  made  on  the  ground.  Another  line  is  made  fifteen 
feet  back  of  the  starting  line.  In  making  his  throw,  the  boy 
starts  at  the  back  line  and  runs  to  the  starting  line.  If  he  goes 
over  the  starting  line,  it  is  a  foul  and  counts  as  a  trial. 

Each  boy  is  allowed  three  trials  in  turn,  and  the  best  throw  is 
recorded.  Only  the  regulation  baseball  that  weighs  five  ounces 
and  is  nine  inches  in  circumference  is  used  for  the  test.  The 
measure  is  taken  from  the  starting  line  to  the  nearest  mark  on 
the  ground. 


124 


HANDBOOK  FOR  COMRADES 


SECTION  3 
Scoring  Tables 


Class  I.  60-80  Lb.  Class 


Pts. 

One  Lap 
Potato  Race 

Three  Lap  , 
Potato  Race 

So  Yard 
Dash 

75  Yard 
Dash 

Pts. 

20 

sec.  fifths 

4-3 

sec.  fifths 

16.3 

sec.  fifths 

6-3 

sec.  fifths 
10.2 

20 

19 

4.4 

16.4 

6.4 

IO.3 

19 

18 

5-o 

17.0 

7.0 

IO.4 

18 

17 

5-i 

17. 1 

7-i 

II.O 

1 7 

l6 

5-2 

17.2 

7.2 

II. I 

16 

15 

5-3 

17-3 

7-3 

II. 2 

15 

14 

54 

17.4 

74 

II-3 

14 

13 

6.0 

18.0 

8.0 

114 

13 

12 

6.1 

18. 1 

8.1  . 

12.0 

12 

II 

6.2 

18.2 

8.2 

12. 1 

11 

10 

6-3 

18.3 

8-3 

12.2 

10 

9 

6.4 

18.4 

8.4 

12.3 

9 

8 

7.0 

19.0 

9.0 

12.4 

8 

7 

7-i 

19.1 

9.1 

13.0 

7 

6 

7.2 

19.2 

9.2 

I3-I 

6 

5 

7-3 

19-3 

94 

13.2 

5 

4 

74 

19.4 

94 

13-3 

4 

3 

8.0 

20.0 

10.0 

134 

3 

2 

8.1 

20.1 

IO.I 

14.0 

2 

1 

8.2 

20.2 

10.2 

14.1 

1 

0 

8.3 

20.3 

IO.3 

14.2 

0 

TRACK  AND  FIELD  ATHLETICS 
Scoring  Tables 

Class  I.  60-80  Lb.  Class  (Continued) 


125 


Pts. 

Standing 
Broad  Jump 

Running 
High  Jump 

Running 
Broad  Jump 

Baseball 

Throw 

Pts. 

20 

ft.  in. 

7-i 

ft.  in. 

4-iK 

ft.  in. 

14.2 

ft. 

130 

20 

19 

6.1 144 

4.0% 

13-9 

127^ 

19 

18 

6.10K 

3-H 

>  13-4 

125 

18 

17 

6.9L4 

3-944 

12. 11 

122  J4 

17 

16 

6.8 

3-8K 

12.6 

•  120 

l6 

15 

6.644 

3-7>4 

12. 1 

H7L2 

15 

14 

6.5L2 

3-6 

11.8 

115 

14 

13 

6.4X 

34  K 

H-3 

112^2 

13 

12 

6-3 

3.3K 

10.10 

no 

12 

II 

6.1 44 

3-2>< 

10.5 

107  J4 

II 

10 

6.oj4 

3.1 

10.0 

105 

10 

9 

5-nX 

2.1  iK 

9-7 

I02>4 

9 

8 

5.10 

2.IO>4 

9.2 

100 

8 

7 

5-844 

2.9X 

8.9 

9  7xA 

7 

6 

5-7lA 

2.8 

8.4 

95 

6 

5 

5-6>4 

2.644 

7-i  1 

92^ 

5 

4 

5-5 

2.5^ 

7.6 

90 

4 

3 

5-344 

2.444 

7-i 

8  7  44 

3 

2 

5-2>4 

2.3 

6.8 

85 

2 

1 

5-iX 

2.144: 

6-3 

8244 

1 

0 

5-o 

2  0>4 

5.10 

80 

0 

126 


HANDBOOK  FOR  COMRADES 


Scoring  Tables 
Class  II.  95  Lb.  Class 


Pts. 

One  Lap 
Potato  Race 

Four  Lap 
Potato  Race 

75  Yard 
Dash 

100  Yard 
Dash 

Pts. 

20 

sec.  fifths 
4.0 

sec.  fifths 
22.0 

sec.  fifths 

94 

sec.  fifths 

12. 1 

20 

19 

4.1 

22.1 

10.0 

12.2 

19 

18 

4.2 

22.2 

IO.I 

12.3 

18 

17 

4-3 

22-3 

10.2 

12.4 

17 

l6 

4.4 

22.4 

IO.3 

13.0 

16 

15 

5-o 

23.0 

IO.4 

13  1 

15 

14 

5-i 

23.I 

1 1.0 

13.2 

14 

13 

5-2 

23.2 

II. I 

13-3 

13 

12 

5-3 

23-3 

IT. 2 

134 

12 

11 

54 

2.34 

1 1-3 

14.0 

1 1 

10 

6.0 

24.0 

1 1.4 

14.1 

10 

9 

6.1 

24.1 

12.0 

14.2 

9 

8 

6.2 

24.2 

12. 1 

14-3 

8 

7 

6-3 

24-3 

12.2 

14.4 

7 

6 

6.4 

24.4 

12.3 

15.0 

6 

5 

7.0 

25.0 

12.4 

15-1 

5 

4 

7-1 

25.1 

13.0 

15.2 

4 

3 

7.2 

25.2 

I3-1 

15-3 

3 

2 

74 

25-3 

13.2 

154  . 

2 

1 

74 

254 

1.3-3 

16.0 

1 

0 

8.0 

26.0 

134 

16. 1 

0 

TRACK  AND  FIELD  ATHLETICS  127 


Scoring  Tables 

Class  II.  95  Lb.  Class  (Continued) 


Pts. 

Standing 
Broad  Jump 

Running 
High  Jump 

Running 
Broad  Jump 

Baseball 

Throw 

Pts. 

20 

ft.  in. 

7-7K 

ft.  in. 

4-5K 

ft.  in. 

15.2 

ft. 

154 

20 

19 

7.6X 

44K 

I4.9 

I5lK 

19 

18 

7-5 

4-3 

144 

149 

18 

17 

7-3  H 

4*1^ 

I3.H 

I46K 

1 7 

l6 

7.2^ 

4.0K 

I3.6 

144 

16 

15 

7-iX 

3-nX 

I3*1 

I4lK 

15 

14 

7.0 

3.10 

12.8 

139 

14 

13 

6.10^ 

3-8^ 

12.3 

136^ 

13 

12 

6.9K 

3-7K 

11. 10 

134 

12 

II 

6.8X 

3-6K 

n-5 

131# 

11 

10 

6.7 

3-5 

11.0 

129 

10 

9 

6.5^ 

3-3^4 

10.7 

I26>4 

9 

8 

64^ 

3-2>^ 

10.2 

124 

8 

7 

6.3X 

3-iX. 

9-9 

I2lK 

7 

6 

6.2 

3-0 

9.4 

119 

6 

5 

6.0^ 

2.10^ 

8.11 

Il6K 

5 

4 

5-hK 

2.9K 

8.6 

1 14 

4 

3 

5-ioX 

2.8X 

8.1 

III>2 

3 

2 

5-9 

2.7 

7.8 

109 

2 

1 

5-7X 

2.5K 

7-3 

10634 

1 

0 

5-6X 

2.4^ 

6.10 

104 

0 

128 


HANDBOOK  FOR  COMRADES 


Scoring  Tables 
Class  III.  no  Lb.  Class 


Pts. 

Two  Lap 
Potato  Race 

Five  Lap 
Potato  Race 

75  Yard 
Dash 

100  Yard 
Dash 

Pts. 

20 

sec.  fifths 

9-3 

sec.  fifths 

27.O 

sec.  fifths 

9-3 

sec.  fifths 
12.0 

20 

19 

9.4 

94 

12. 1 

19 

18 

10.0 

28.0 

10.0 

12.2 

18 

1 7 

IO.I 

IO.I 

12.3 

17 

16 

10.2 

29.O 

10.2 

12.4 

l6 

15 

IO.3 

IO.3 

13.0 

15 

14 

IO.4 

30.0 

IO.4 

I3-1 

14 

13 

II.O 

II.O 

13.2 

13 

12 

II. I 

31.0 

II. I 

13-3 

12 

11 

II. 2 

II. 2 

13-4 

II 

10 

n.3 

32.0 

H-3 

14.0 

IO 

9 

1 1.4 

11.4 

14.1 

9 

8 

12.0 

33*o 

12.0 

14.2 

8 

7 

12. 1 

12. 1 

14-3 

7 

6 

12.2 

34-0 

12.2 

14.4 

6 

5 

12.3 

12.3 

15.0 

5 

4 

12.4 

35-o 

12.4 

15.1 

4 

3 

13.0 

13.0 

15.2 

3 

2 

i3-i 

36.0 

I3-1 

15-3 

2 

1 

13.2 

13.2 

154 

1 

0 

13-3 

37-o 

13-3 

16.0 

0 

TRACK  AND  FIELD  ATHLETICS 


129 


Scoring  Tables 

Class  III.  no  Lb.  Class  (Continued) 


Pts. 

Standing 
Broad  Jump 

Running 
High  Jump 

Running 
Broad  Jump 

Baseball 

Throw 

Shot 

Put 

Pts. 

20 

ft.  in. 

8.0 

.  ft.  in. 

4-7^ 

ft.  in. 
16.2 

ft. 

178 

ft. 

34 

20 

19 

7.I0X 

4 -637 

15-9 

17537 

33 

19 

18 

7-937 

4-5 

154 

173 

32 

18 

17 

7-8  % 

4-3  H 

.14.11 

17037 

3i 

17 

l6 

77 

4.2^ 

14.6 

168 

30 

l6 

15 

7- 53A 

4-iX 

14.1 

16537 

29 

15 

14 

74)4 

4.0 

13.? 

163 

28 

14 

13 

7-3X 

3-io^ 

13-3 

16037 

27 

13 

12 

7.2 

3-9K 

12.10 

158 

26 

12 

II 

7-o^ 

3-8)4 

12.5 

I55K 

25 

I  I 

10 

6.1 137 

37 

12.0 

153 

24 

10 

9 

6.1034 

3-5^7 

117 

15034 

23 

9 

8 

6.9 

3-437 

11. 2 

148 

22 

8 

7 

6.7X 

3-337 

10.9 

14537 

21 

7 

6 

6.6)4 

3-2 

10.4 

143 

20 

6 

5 

6.5/4 

3-oK 

9.11 

14037 

19 

■5 

4 

6.4 

2. 1 137 

9.6 

I38 

18 

4 

3 

6.2^ 

2.1034 

9.1 

I35K 

17 

3 

2 

6.1 37 

2.9 

8.8 

L33 

16 

2 

1 

6.037 

2. 727 

8-3 

13037 

15 

1 

0 

5-11 

2.6L2 

7.10 

128 

14 

0 

130 


HANDBOOK  FOR  COMRADES 


Scoring  Tables 

Class  IV.  125  Lb.  Class 


Pts. 

Two  Lap 
Potato  Race 

# 

Six  Lap 
Potato  Race 

100  Yard 
Dash 

220  Yard 
Dash 

Pts. 

20 

sec.  fifths 
9.2 

sec. 

33 

sec.  fifths 

II. 2 

sec.  fifths 
28.0 

20 

19 

9-3 

11 -3 

28.2 

19 

18 

9.4 

34 

1 1.4 

28.4 

18 

17 

10.0 

12.0 

29.I 

17 

l6 

IO.I 

35 

12. 1 

29-3 

l6 

15 

10.2 

12.2 

30.0 

15 

14 

IO.3 

36 

12.3 

30.2 

14 

13 

IO.4 

12.4 

304 

13 

12 

II.O 

37 

13.0 

31*1 

12 

II 

II. I 

I3-1 

3i-3 

II 

10 

II. 2 

38 

13.2 

32.0 

10 

9 

11 -3 

13-3 

32.2 

9 

8 

1 1.4 

39 

134 

324 

8 

7 

12.0 

14.0 

33-1 

7 

6 

12. 1 

40 

14. 1 

33-3 

6 

5 

12.2 

• 

14.2 

34-0 

5 

4 

12.3 

4i 

14-3 

34-2 

4 

3 

12.4 

14.4 

344 

3 

2 

13.0 

42 

15.0 

35-i 

2 

1 

I3-1 

I5-I 

35-3 

1 

0 

13.2 

43 

15.2 

36.0 

0 

TRACK  AND  FIELD  ATHLETICS 


131 


Scoring  Tables 

Class  IV.  125  Lb.  Class  (Continued) 


Pts. 

Standing 
Broad  Jump 

Running 
High  Jump 

Running 
Broad  Jump 

Baseball 

Throw 

Shot 

Put 

Pts. 

20 

ft.  in. 

8.7 

ft.  in. 

4-9^ 

ft.  in. 
17.2 

ft. 

23O 

ft. 

37-o 

20 

19 

8.5^ 

4-8J< 

16.9 

226 

35-9 

19 

18 

8.4^ 

4-7 

16.4 

222 

34-6 

18 

17 

8.3  X 

4-5X 

I5.H 

218 

33-3 

17 

l6 

8.2 

\-\Y 

15.6 

214 

32.0 

l6 

15 

8.0y 

4-3X 

I5-I 

210 

30.9 

15 

H 

7.i\y2 

4.2 

14.8 

206 

29.6 

H 

13 

7.I°X 

4-0  y 

14-3 

202 

28.3 

13 

12 

7-9 

3-hK 

13.10 

198 

27.0 

12 

II 

7-7  H 

3-io^ 

13-5 

194 

25-9 

II 

10 

7-6H 

3-9 

13.0 

190 

24.6 

10 

9 

7-5X 

Z-73A 

12.7 

186 

23*.  3 

9 

8 

7-4 

3-6  K 

12.2 

182 

22.0 

8 

7 

7.2X 

3-5X 

n  .9 

178 

20.9 

7 

6 

7-i^ 

34 

11.4 

174 

19.6 

6 

5 

7.0X 

3-2^ 

IO.II 

170 

18.3 

5 

4 

6.11 

3-i>^ 

10.6 

l66 

17.0 

4 

3 

6.9^i 

3-oX 

IO.I 

162 

15-9 

3 

2 

6.8^ 

2. 11 

9.8 

158 

14.6 

2 

1 

6.7K 

2.9^ 

9-3 

154 

13-3 

1 

0 

6.6 

2.8^ 

8.10 

150 

12.0 

0 

132 


HANDBOOK  FOR  COMRADES 


Scoring  Tables 

Class  V.  Unlimited  Weight  Class 


Pts. 

Three  Lap 
Potato  Race 

Six  Lap 
Potato  Race 

100  Yard 
Dash 

220  Yard 
Dash 

Pts. 

20 

sec.  fifths 
15.0 

sec.  fifths 

32.3 

sec.  fifths 

IO.4 

sec.  fifths 
26.0 

20 

IQ 

I5-I 

II.O 

26.2 

19 

18 

15.2 

33-3 

II. I 

26.4 

18 

1 7 

15-3 

II. 2 

27.I 

17 

16 

15-4 

34-3 

II-3 

27-3 

l6 

15 

16.0 

11.4 

28.0 

15 

14 

16.1 

35-3 

12.0 

28.2 

14 

13 

16.2 

12. 1 

28.4 

13 

12 

16.3 

36.3 

12.2 

29.1 

12 

II 

16.4 

12.3 

29-3 

II 

10 

17.0 

37-3 

12.4 

30.0 

10 

9 

i7-i 

13.0 

30.2 

9 

8 

17.2 

38.3 

I3-I 

304 

8 

7 

17-3 

13.2 

31-1 

7 

6 

17.4 

39-3 

13-3 

3i-3 

6 

5 

18.0 

134 

32.0 

5 

4 

18. 1 

40-3 

14.0 

32.2 

4 

3 

18.2 

14.1 

324 

3 

2 

18.3 

4I-3 

14.2 

33-i 

2 

I 

18.4 

14-3 

33-3 

1 

O 

19.0 

42.3 

144 

34.0 

0 

TRACK  AND  FIELD  ATHLETICS  133 

Scoring  Tables 

Class  V.  Unlimited  Weight  Class  (Continued) 


Pts.' 

• 

Standing 
Broad  Jump 

Running 
High  Jump 

Running 
Broad  Jump 

Baseball 

Throw 

Shot 

Put 

Pts. 

20 

ft.  in. 

8.11)4 

ft.  in. 

5 

ft.  in. 
18.2 

ft. 

270 

ft. 

42.0 

20 

19 

8.io>4 

5-o  yi 

17.9 

266 

4O.9 

19 

18 

8.9 

4.11 

174 

262 

39-6 

18 

17 

8.7H 

l6.II 

258 

38.3 

1 7 

l6 

8.6*4 

4.8^ 

l6.6 

254 

'  37-o 

16 

15 

8-5'A 

4 -7}i 

l6.I 

250 

35-9 

15 

14 

8.4 

4.6 

15.8 

246 

34-6 

14 

13 

8.2^ 

44X 

15-3 

242 

33-3 

13 

12 

8.1^2 

4-3K 

14.10 

238 

32.0 

12 

II 

8.o}i 

4.2>< 

14-5 

234 

30.9 

11 

10 

7.11 

4.1 

14.0 

23O 

29.6 

10 

9 

7-9H 

3*iiK 

13-7 

226 

28.3 

9 

8 

1.8*A 

3-ioL2 

13.2 

222 

27.0 

8 

7 

7 -7xA 

3-9X 

12.9 

218 

25-9 

7 

6 

7.6 

3-8 

12.4 

214 

24.6 

6 

5 

74A 

3-6M 

11. 11 

210 

23-3 

5 

4 

7-3  7/2 

3-5/^ 

11. 6 

206 

22.0 

4 

3 

7-2  X 

34X 

11. 1 

202 

20.9 

3 

2 

7-i 

3-3 

10.8 

I98 

19.6 

2 

1 

7.11X 

3-iK 

10.3 

194 

18.3 

1 

0 

6.io>^ 

3-oK 

9.10 

190 

I7-°, 

0 

134 


HANDBOOK  FOR  COMRADES 


SECTION  4 

Boys’  Athletic  Meet  Suggestions 

A.  Events 

I.  SHORT  DASHES 

50  yards 
75  yards 
100  yards 

80  yard  low  hurdle,  3  hurdle 

80  yard  high  hurdle,  10  yard  start,  15  yard  finish, 

6  hurdle 
Sack  race 
Walking  race 

II.  FIELD  EVENTS 

Standing  broad  jump 
Running  broad  jump 
Running  high  jump 
Shot  put,  8- and  12  lbs. 

Baseball  throw 

III.  TEAM  EVENTS 

Relay  races  are  most  interesting  events.  The  stan¬ 
dard  relay  is  the  four-man  event,  each  running  one- 
fourth  of  the  entire  distance.  From  the  standpoint  of 
creating  interest  and  for  the  younger  boys,  the  short- 
distance  relays  are  most  worth  while.  The  shuttle 
method  of  running  relays  is  a  very  quick  one,  as  not 
only  may  runs  be  used  with  many  variations,  but  shot 
put  and  jumps  may  be  run  off  as  relay  events  by  this 
method.  The  following  is  an  explanation  of  the  relay 
and  shuttle  types  of  running  relays: 

Relay  Type 

The  competing  teams  are  lined  up  in  parallel  col-  - 
umns  of  file,  behind  a  take-off  line  which  is  marked 
across  the  field.  The  first  player  in  each  column,  if 
the  event  be  a  jump,  jumps  forward  from  the  mark. 
His  jump  is  marked  upon  the  ground  by  a  sharp  stick, 
or  if  indoors,  by  a  piece  of  chalk.  The  column  moves 
up,  the  first  jumper  goes  to  the  rear  of  the  line,  and 
the  second  jumper  toes  the  mark  of  the  first  and  jumps 
forward  in  the  same  direction  as  the  first  jumper 


TRACK  AND  FIELD  ATHLETICS 


135 


jumped.  The  column  moves  forward  and  the  third 
jumper  jumps  from  the  mark  of  the  second.  This  con¬ 
tinues  until  the  entire  team  has  jumped.  The  com¬ 
posite  jump  of  the  whole  column  determines  the 
distance.  Equal  numbers  of  men  must  jump  in  each 
column. 

In  this  type  of  meet  it  is  necessary  to  have  a  very 
long  field  if  you  have  large  numbers  in  the  columns. 
In  view  of  this  fact,  the  events  should  be  selected 
which  do  not  cover  too  great  a  distance.  The  race  of 
the  relay  type,  wherein  men  are  stationed  at  equal 
distances  along  a  given  course,  is  pretty  well  known. 
The  first  runner  touches  off  the  second;  the  second, 
the  third;  and  so  on. 

In  the  events  of  the  relay  type  there  should  be  an 
official  for  each  team. 

Events  which  can  be  used  in  this  type  of  an  athletic 
meet  are: 

Team  relays 
Standing  broad  jump 

Frog  race,  in  which  competitors  travel  forward  in 
frog  leaps  instead  of  running 
Standing  hop 

Leapfrog  jump,  in  which  the  down  one  toes  a 
mark  while  the  second  takes  a  frog  leap  over 
his  back  for  distance  and  gets  down  at  the 
point  where  his  heels  broke  the  ground,  for  the 
third  jumper  to  go  over  his  back 
Running  broad  jump 

Weight-throw  in  back  of  neck.  Weight  is  held  by 
both  hands  and  thrown  backward 
Back  jump 

Two  standing  broad  jump 
Standing  hop 


Shuttle  Type 

Teams  are  lined  up  in  parallel  columns  behind  a 
given  take-off  line.  It  is  very  essential  that  this  take¬ 
off  line  be  made  prominent  and  permanent.  The 
columns  are  grouped  in  pairs.  No.  1  column  competes 
against  No.  2  column,  No.  3  against  No.  4,  etc.  The 
columns  should  be  arranged  so  that  the  shortest 
player  is  in  front  of  each.  A  good  permanent  line  to 


136 


HANDBOOK  FOR  COMRADES 


use  for  the  shuttle  type  of  meet  is  a  tennis  tape  flush 
with  the  ground.  If  the  event  is  a  jump,  the  first 
competitor  of  one  team  takes  his  place  at  the  take-off 
and  jumps.  His  record  is  marked  by  a  line,  at  one 
end  of  which  is  stuck  up  a  sharp  stick.  The  first  com¬ 
petitor  of  the  second  column  toes  the  line  marked  by 
the  sharp  stick  and  tries  to  jump  from  that  position 
back  to  the  original  take-off.  His  jump  is  marked  by  a 
line  and  another  sharp  stick.  The  second  jumper  on 
the  team  that  jumped  first  toes  the  mark  made  by  the 
jumper  on  the  opposing  team,  and  jumps  in  the  same 
direction  as  the  first  jumper  representing  his  team. 
These  two  teams  compete  against  each  other,  one 
team  jumping  against  the  other  in  shuttle  fashion, 
until  every  man  has  jumped.  If  the  last  man  to  jump 
on  the  second  team  fails  to  come  up  to  the  original 
take-off,  his  team  has  lost  the  event;  but  if  he  jumps 
and  reaches  the  original  take-off  line,  his  team  is  pro¬ 
nounced  the  winner.  Team  No.  3  is  competing 
against  No.  4;  No.  5  against  No.  6;  and  so  on,  at  the 
same  time  that  Teams  No.  1  and  No.  2  compete.  Two 
officials  should  act,  one  to  mark  the  jump  of  each  team. 

Suggested  Events: 

Standing  broad  jump 
Running  broad  jump 

.  Three  running  broad  jumps 
Standing  hop 
Running  hop 
Shot  put 

Hop,  step,  and  jump 
Backward  jump 
Baseball  throw 
Football  punt 
Football  forward  pass 

B.  Suggestions  Concerning  Athletic  Meet 

1.  RULES 

Rules  governing  all  events  are  found  in  either  the 
“Army  and  Navy  Athletic  Handbook,”  Association 
Press;  or  in  the  “A.  A.  U.  Athletic  Handbook,” 
Spaulding. 


TRACK  AND  FIELD  ATHLETICS 


137 


II.  SPRINTS 

Mark  out  the  course  with  either  cord  or  white  line. 
The  lane  in  which  each  man  runs  should  be  at  least 
three  feet  wide.  Have  two  finishing  posts  at  the  finish 
line.  Stretch  a  line  of  red  wool  or  worsted  from  post  to 
post  to  assist  the  judges.  Have  all  starts  and  finishes 
plainly  marked.  It  helps  very  much  to  have  all 
finishes  at  the  same  place. 

III.  OFFICIALS 

It  is  necessary  to  have  the  following  officials.  Their 
duties  are  stated  in  the  handbooks  referred  to. 

One  Referee 

Four  Judges  of  the  Finish,  if  picking  three  places: 
one  to  pick  first  place,  two  to  pick  second  place, 
one  to  pick  third  place 
Two  or  three  Timers 
One  Starter 

One  Clerkof  Course,  an  Assistant  to  run  field  events, 
and  an  Assistant  to  help  him  with  track  events 
One  Announcer 

This  is  very  important,  both  from  the  stand¬ 
point  of  getting  runners  out  on  time  and  of 
keeping  the  crowd  informed. 

One  Scorer  and  an  Assistant  Scorer 

If  distance  events  are  used  or  sprints  are  run 
on  an  oval  track,  inspectors  would  have  to  be 
placed  at  the  turns. 

If  badges  are  furnished  for  the  judges  and 
several  marshals  or  police  are  furnished,  the 
track  and  field  space  can  be  kept  clear.  Roping 
the  field,  especially  the  space  at  the  finish, 
helps  in  this  respect. 

IV.  EQUIPMENT 

1.  Track  Events 

One  gun  and  cartridges  for  the  Starter 
One  whistle  for  the  Starter 
One  whistle  for  the  Referee 
Numbers  and  safety  pins  for  competitors 
Red  worsted  for  finish  line 
Score  sheets  for  the  Clerk  of  Course,  and  the 
Scorer,  with  extra  sets  for  the  Assistants 
Stop-watches  for  Timers 


138 


HANDBOOK  FOR  COMRADES 


2.  Field  Events 

a.  Jumps 

Two  standards  seven  feet  high 
Six  cross-bars  of  wood  or  bamboo 
One  measuring  tape  or  measuring  stick 
One  shovel  and  rake 
One  take-off  board,  a  joist  four  feet  long, 
eight  inches  wide,  sunk  level  with  the 
ground 

One  balk  line  six  feet  from  the  take-off 
board 

One  soft  landing  pit,  ten  feet  by  twelve 
feet  and  in  line  with  the  take-off 
twenty-five  feet  long  by  four  feet 

b.  Shot  Put 

One  seven-foot  circle 
One  curved  toe-board,  if  possible  four 
feet  long,  four  and  a  half  inches  wide, 
and  four  inches  high 
Iron  shots,  eight  and  twelve  pounds 
One  measuring  tape 

c.  Baseball  Throw 

One  regulation  baseball 
One  measuring  tape 

(If  measuring  tape  is  not  long  enough, 
an  arch  may  be  marked  off  on  the  ground 
at  any  distance  desirable  and  all  throws 
can  be  quickly  measured) 

d.  Sack  Race 

As  many  good  sacks  as  will  be  needed  in 
a  heat 


> 


SECTION  5 
Indoor  Athletic  Record 

Athletic  League  of  North  America 


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TRACK  AND  FIELD  ATHLETICS 


145 


SECTION  6 


AMOS  ALONZO  STAGG 
Yale  ’88 

The  memory  of  great  athletes  soon  fades  and  new  stars  soon 
come  on  to  hold  the  interest  of  the  public  and  the  boy  to  whom 
a  great  athlete  is  a  hero.  This  is  not  true  of  A.  A.  Stagg,  the 
“grand  old  man”  of  American  amateur  athletics.  Perhaps  no 
man  in  America  has  had  more  to  do  with  raising  college  athletics 
to  a  high  plane  of  sportsmanship. 

Stagg  first  made  his  place  as  an  athlete  in  high  school  at 
Orange,  New  Jersey,  at  Phillips  Exeter  Academy,  and  then  at 
Yale  where  he  graduated  in  the  Class  of  1888.  While  he  played 
’varsity  football  two  years,  being  chosen  all-American  end  one 
year,  it  was  in  baseball  that  he  shone  especially.  During  the 

five  years  that  he  pitched,  Yale  won  the 
intercollegiate  championship  each  year. 
During  his  year  as  captain  he  won  from 
Harvard  in  two  great  games.  In  his  last 
year  Yale  won  what  were  probably  two 
of  the  greatest  series  of  intercollegiate 
baseball  ever  played,  three  of  her  five 
games  with  Harvard  being  won  by  one 
run  and  three  of  her  four  Princeton  games  resulting  similarly, 
the  other  being  a  tie.  While  in  college  Stagg  was  urged  to  play 
professional  ball  and  both  before  and  after  graduation  was 
offered  positions  by  six  major  league  teams,  but  refused. 

Stagg’s  greatest  fame  has  been  won  as  coach  and  athletic 
director  at  Chicago  University,  where  he  has  served  more  than 
a  quarter  of  a  century,  partly  because  of  his  tremendous  influ¬ 
ence  for  clean  sport  and  high  character.  Former  President 
Harper  said  of  him:  “His  intense  love  for  pure  sport,  his  incor¬ 
ruptible  spirit,  his  indefatigable  effort,  his  broad-minded  zeal, 
and  his  absolute  fairness  of  mind  and  honesty  of  heart  have  ex¬ 
erted  an  influence  upon  western  university  and  college  athletes 
that  has  been  felt  far  and  wide  and  produced  results  of  which 
we  may  well  be  reasonably  proud.” 

Coach  Stagg  was  active  in  Christian  work  at  Yale,  took  a 
year’s  work  in  the  Divinity  School,  was  secretary  of  the  Y.  M. 


HANDBOOK  FOR  COMRADES 


146 

C.  A.  two  years,  attended  the  Y.  M.  C.  A.  College  at  Spring- 
field,  Massachusetts,  and  as  a  coach  does  not  hesitate  to  express 
his  convictions  regarding  Christian  character. 

We  would  covet  for  every  boy  in  America  the  rich  privilege 
that  was  ours  of  chatting  an  hour  with  the  rugged,  weather¬ 
beaten  “grand  old  man,”  athlete,  coach,  and  Christian  gentleman. 

ARTHUR  POE 
Princeton  ’00 

When  we  think  of  outstanding  Christian  athletes  one  of  two 
men  who  first  come  to  mind  is  Arthur  Poe,  Princeton  ’00. 
During  the  nineties  and  the  first  half  decade  of  this  century, 
a  Princeton  team  without  a  Poe  was  like  the  Giants  without 
Christy  Mathewson.  There  was  Johnny  Poe,  soldier  of  fortune, 
killed  while  fighting  for  France;  then  there  was  Arthur  Poe,  of 
whom  “Bill”  Edwards  writes:  “There  never  was  as  much  real 
football  ability  concealed  in  a  small  package  as  there  was  in 
that  great  player,  Arthur  Poe.” 

Handicapped  by  injuries  and  perhaps 
by  lack  of  weight,  he  did  not  make  the 
Varsity  until  his  Junior  year,  but  that 
year  and  the  next  he  made  football  his¬ 
tory  with  a  vengeance.  Playing  end 
against  Yale  in  ’98,  he  grabbed  a  fumble 
and  in  spite  of  a  very  bad  knee  ran  one 
hundred  yards  for  a  touchdown,  the 
only  score  of  the  game.  The  next  year 
he  was  again  at  end  against  Yale;  the  score  stood  Yale  10, 
Princeton  6,  with  less  than  a  minute  to  play  Princeton  on  Yale’s 
35  yard  line  and  her  drop-kicker  out  of  the  game — a  hopeless 
situation,  but  Arthur  Poe  kicked  that  goal  which  then  counted 
five  points  and  again  he  had  beaten  Yale.  It  can  be  taken  for 
granted  that  he  was  the  hero  of  Princeton  that  night.  That 
year  he  was  chosen  by  Camp  as  “all-American”  end. 

One  of  his  classmates  writes  of  him:  “Arthur  Poe,  notwith¬ 
standing  his  size  and  the  fact  that  he  was  far  underweight,  feared 
nothing  on  earth.  .  .  .  One  of  his  outstanding  qualities  has 

always  been  his  modesty.” 


TRACK  AND  FIELD  ATHLETICS 


147 


Poe  is  a  man  of  unquestioned  Christian  character,  now  holds 
a  responsible  business  position,  is  Junior  Warden  in  the  Episco¬ 
pal  Church,  superintendent  of  the  Sunday  school  in  that  church, 
on  the  Board  of  Trustees  of  the  Young  Men’s  Christian  Asso¬ 
ciation,  and  does  not  hesitate  to  go  on  record  before  a  group  of 
older  boys  as  to  his  belief  in  prayer  and  Christian  living. 

JOSEPH  C.  McCRACKEN,  M.D. 

Pennsylvania  ’oi 

It  was  Thanksgiving  Day  and  Pennsylvania  and  Cornell  were 
playing  their  annual  football  game  on  Franklin  Field.  No  mat¬ 
ter  what  the  season  may  be,  what  the  defeats  or  .the  victories, 
when  the  “Big  Red”  Cornell  team  journeys  to  Philadelphia  there 
is  sure  to  be  excitement.  This  is  the  case  today  and  just  so  it 
was  on  Thanksgiving  Day,  1900.  The  usual  tremendous  crowd 
was  out  and  the  interest  was  just  as  intense  as  ever. 

The  event  that  remains  in  the  memory  of  those  present  was 
not  some  particular  play  of  the  game,  but  the  tribute  paid  to 
one  of  the  players.  One  of  Pennsylvania’s  men  was  injured  and 
as  he  was  led  off  the  field  the  whole  vast  audience  stood  bare¬ 
headed,  in  silent  tribute  and  admiration.  One  who  has  seen 
scores  of  games  says  it  was  the  greatest  ovation  he  has  ever  seen 
given  a  player.  It  was  a  tribute  to  character  as  well  as  to  foot¬ 
ball  ability. 

The  injured  player  was  Joseph  C.  McCracken,  a  Kansas  boy 
who  while  at  Pennsylvania  made  a  name  for  himself  in  football 
and  track.  With  Hare  he  played  and  perfected  the  famous 
“guards  back”  play — perhaps  the  greatest  football  play  ever  de¬ 
vised.  He  was  also  captain  of  the  University  Track  Team  and 
broke  the  intercollegiate  record  in  the  shot  put  and  the  world’s 
record  in  the  hammer  throw.  His  classmates’  estimate  of  him 
is  indicated  by  the  fact  that  he  was  president  of  his  class  four 
years.  Undoubtedly  he  was  one  of  the  most  popular  men  ever 
graduated  from  the  University  of  Pennsylvania. 

McCracken  had  made  the  decision  for  the  Christian  life  in  a 
sod  church  out  in  Kansas  and  while  in  the  university  he  stood  by 
that  decision.  He  was  president  of  the  University  Young  Men’s 
Christian  Association  and  did  a  real  job.  The  President  of  his 


148 


HANDBOOK  FOR  COMRADES 


Alma  Mater  writes  about  him:  "I  don’t  know  of  any  one  who  is 
a  finer  Christian  than  Joe  McCracken.  His  influence  as  a 
Christian  on  the  campus  of  the  University  of  Pennsylvania  was 
simply  marvelous.  He  has  been  such  a  consistent,  manly  Chris¬ 
tian  that  everybody  who  has  learned  to  know  him  admires  him. 
He  is  modest,  unassuming,  and  yet  very  forceful  and  capable.” 

McCracken  decided  to  become  a  missionary  and  is  now  Dean 
and  Professor  of  Surgery  in  the  Pennsylvania  Medical  School, 
which  is  the  Medical  Department  of  St.  John’s  University, 
Shanghai,  China. 

Country  boy,  great  athlete,  popular  college  student,  Christian 
leader,  missionary — we  have  an  idea  that  Joe  McCracken  would 
say  it  has  all  been  infinitely  worth  while. 

BRANCH  RICKEY 
Ohio  Wesleyan  ’04 

President  and  Manager,  Cardinal  Baseball  Team 
National  League,  St.  Louis 

Ask  any  boy  in  St.  Louis  who  the  popular  man  of  the  city  is 
and  there  will  be  no  mistaking  his  answer.  If  the  boy  happens 
to  be  a  member  of  the  “Cardinal  Knot  Hole  Gang”  his  answer  will 
come  with  a  bang.  The  “Cardinal  Knot  Hole  Gang”  is  just  a 
part  of  a  plan  for  allowing  a  city  to  own  financially  and  senti¬ 
mentally  its  professional  baseball  club.  Generally  a  professional 
ball  club  is  owned  by  one  man  or  a  small  group  of  men,  who  are 
in  it  for  the  money  and  who  may  even  live  in  another  town.  Not 
so  with  the  Cardinals,  which  is  simply  the  name  of  the  St.  Louis 
National  League  baseball  team,  for  the  people  of  St.  Louis,  lots 
of  them,  own  that  team — they  bought  small  shares  of  stock  in 
the  organization  and  the  Cardinal  Knot  Hole  Gang  is  just  an 
organization  of  boys  who  by  meeting  certain  requirements  get 
passes  to  the  games.  The  boys  of  St.  Louis  shout  for  the  Car¬ 
dinals. 

The  leader  in  the  idea  is  Major  Branch  Rickey,  one  of  the 
interesting  men  in  professional  baseball — interesting  because  he 
is  a  leader,  has  new  ideas,  makes  good  on  them,  and  is  not  afraid 
to  stand  for  the  thing  he  believes  in. 


TRACK  AND  FIELD  ATHLETICS 


149 


Rickey  graduated  from  Ohio  Wesleyan  Uni¬ 
versity  in  1904.  While  in  the  university  he  played 
’varsity  football,  basket  ball,  and  baseball  and  was 
a  star  in  all  of  them.  He  was  one  of  the  best  all¬ 
round  athletes  Ohio  has  ever  had.  After  gradua¬ 
tion  he  coached  at  Ohio  Wesleyan,  Alleghany 
College,  and  the  University  of  Michigan.  While 
at  Michigan  his  baseball  teams  were  uniformly 
successful. 

During  this  time  he  also  played  professional  ball, 
catching  for  the  St.  Louis  and  New  York  American 
League  teams  until  he  was  injured  and  obliged  to 
give  up  playing.  One  of  the  things  that  made  him  *  '*V-: 
interesting  at  this  time  was  his  refusal  to  play 
on  Sunday.  Afterwards  Rickey  became  manager  and  vice- 
president  of  the  St.  Louis  American  League  Club  and  finally 
organized  a  company  and  purchased  the  Cardinals.  He  is  now 
President  and  Manager  of  that  club — the  St.  Louis  National 
League  Club. 

Rickey’s  college  mates  swear  by  him  and  enthuse  over  him 
yet;  the  big  league  officials  thoroughly  respect  him,  and  the 
managers  know  that  he  will  give  them  a  mighty  good  fight;  and 
the  boys  of  St.  Louis  shout  for  Rickey  and  the  Cardinals. 

Athletic,  managerial,  and  executive  ability,  however,  are  only 
a  part  of  this  man’s  achievements.  He  holds  degrees  of  Bachelor 
of  Arts,  Bachelor  of  Literature,  and  Doctor  of  Jurisprudence, 
and  at  Michigan  University  Law  School  he  won  high  honors. 
He  was  a  major  in  the  American  Expeditionary  Force  in  France 
in  the  World  War. 

Rickey  became  a  Christian  while  in  college,  is  now  a  member 
of  the  Methodist  Church,  is  on  the  Board  of  Directors  of  the 
Y.  M.  C.  A.,  and  gives  all  the  help  he  can  to  work  among  boys. 
The  following  is  his  own  attitude  on  some  points:  “A  clean, 
straightforward,  right-thinking  athlete  is  the  best.  The  boys 
who  do  not  play  fair  with  themselves  in  their  training  are  un¬ 
certain  in  their  work  and  do  not  last.  I  do  not  have  boys  of 
bad  habits  in  my  club  or  in  the  organization  in  which  I  am 
connected.  I  do  not  inquire  about  their  religious  views  or  prac¬ 
tices.  I  think  the  strongest  have  both  ” 


150 


HANDBOOK  FOR  COMRADES 


WILLIAM  STEPHEN  CHANDLER 
Wisconsin  ’i8 

It  is  always  interesting  to  delve  into  the  records  of  athletes  of 
former  generations.  It  is  especially  gratifying  to  read  of  those 
men  who  were  great  athletes  and  also  men  of  sterling  character. 
Former  generations,  however,  had  no  monopoly  on  that  type  of 
athlete.  They  are  just  as  prevalent  now  as  then,  and  we  are 
optimistic  enough  to  believe  more  so. 

Basket  ball  has  come  to  be  a  major  college 
sport  and  is  occupying  an  increasingly  large 
place  in  college  athletics.  In  the  central  west, 
the  “Big  Ten”  University  Conference,  the 
University  of  Wisconsin  has  gained  a  reputa¬ 
tion  for  its  winning  basket-ball  teams.  This 
was  especially  true  during  the  years  1915  to 
1918.  We  were  watching  a  cracking  good 
game  one  night  between  Wisconsin  and  an¬ 
other  large  university  team.  There  were  only 
a  few  minutes  left  to  play  and  Wisconsin  was 
behind,  but  there  came  a  rally  with  a  snap  and  a  rush  that  was 
not  to  be  denied.  Wisconsin  had  the  habit  and  won  the  game. 

That  “habit”  was  largely  built  around  the  center,  who  stood 
six  feet  and  more  and  played  the  game  every  minute.  “Bill” 
Chandler  was  a  star  basket-ball  man  when  a  member  of  the 
Robert  Waller  High  School,  Chicago.  As  soon  as  he  became  a 
sophomore  in  the  university  and  eligible,  he  made  the  ’varsity 
basket-ball  team  and  played  three  years,  was  captain  in  his 
senior  year  and  for  three  years  was  chosen  as  center  of  the  “All- 
Western  Conference”  team.  The  last  year  he  was  also  captain 
of  the  Mythical  Five. 

Chandler  enlisted  before  graduation  and  was  stationed  at 
Great  Lakes.  Here  he  also  played  center  and  starred  on  the 
Great  Lakes  team.  Chandler  was  a  grand  basket-ball  man,  one 
of  the  great  ones;  he  was  a  good  leader  and  had  that  battling 
spirit  that  kept  him  going  against  great  odds;  that  he  was 
popular  among  his  fellows  is  proved  by  the  fact  that  he  was 
president  of  his  class,  was  a  member  of  the  Y.  M.  C.  A.  cabinet 
and  of  several  honorary  fraternities. 


TRACK  AND  FIELD  ATHLETICS 


151 

Our  next  look  at  Chandler  after  the  basket-ball  game  men¬ 
tioned  above  was  at  a  large  meeting  of  older  boys  where  the 
lanky,  modest  captain  was  quietly  and  seriously  telling  the 
fellows  his  views  of  the  Christian  life.  We  learned  then  that  he 
had  for  years  been  a  member  of  the  church,  had  been  president 
of  a  Sunday  school  class  of  about  one  hundred  boys,  and  that 
during  his  university  days  he  had  been  making  many  talks  to 
older  boys  such  as  we  heard  him  make.  He  is  living  the  Christian 
life  himself  and  he  believes  in  telling  other  fellows  about  Chris¬ 
tianity. 

LIEUT.  LAURENS  C.  SHULL,  D.S.C. 

Chicago  ’16 

To  be  a  “Three  ‘C’  ”  man  at  the  University  of  Chicago  is  no 
small  achievement.  To  do  that  and  win  the  unqualified  endorse¬ 
ment  of  coach,  professor,  and  pastor  as  a  splendid  Christian  is 
more;  and  to  give  one’s  life  on  the  bat¬ 
tlefields  of  France,  being  awarded  the 
Distinguished  Service  Cross,  would 
seem  to  be  the  natural  result  of  a  spirit 
of  devotion,  service,  and  Christianity. 

This  is  the  record  of  Laurens  C.  Shull, 

Chicago  T6:  When  in  high  school  at 
Sioux  City,  Iowa,  “Spike”  was  captain  of  the  football,  baseball, 
and  basket-ball  teams.  In  the  university  he  played  tackle  on  the 
’varsity  football  team,  center  on  the  basketball  team,  and  was 
pitcher  on  the  baseball  team.  He  was  chosen  all-Western  tackle 
after  playing  on  the  championship  football  team  of  1915.  In 
1916  he  was  captain  of  the  baseball  team. 

It  was  our  privilege  to  watch  Spike  in  action  on  the  gridiron  and 
the  basket-ball  floor,  and  we  enjoyed  it.  We  have  seldom  seen 
a  finer  specimen  of  physical  manhood,  but  it  is  not  so  much 
because  of  his  athletic  career  that  he  is  included  in  these  lists. 
Star  athlete  he  was,  but  what  men  say  of  him  means  more. 

One  of  his  professors,  commenting  on  his  religious  life,  said: 
“His  God  was  as  essential  to  him  as  his  clothes.” 

General  Pershing,  in  advising  the  War  Department  of  the 
awarding  posthumously  of  the  Distinguished  Service  Cross  to 
Lieutenant  Shull  said:  “Near  Soissons,  France,  July  19,  1918,  he 
led  his  platoon  with  brilliant  courage  in  two  attacks,  was  badly 


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wounded  in  a  third  when  with  equal  vigor  he  advanced  against 
a  machine  gun  nest.” 

His  university  pastor  says  of  him: 

“One  evening,  I  think  in  his  junior  year  in  the  university,  when 
he  had  been  tackle  on  the  Conference  Championship  eleven, 
pitcher  on  the  nine,  and  center  on  the  basket-ball  team,  he 

knocked  at  my  door  in  Hitchcock  Hall 
and  began  the  conversation  by  saying 
that  he  wanted  to  join  our  church.  He 
explained  that  he  had  been  having  a 
rather  stiff  time  with  some  things  in 
college,  and  that  he  had  suddenly  realized 
that  if  he  did  not  turn  over  a  new  leaf, 
he  would  not  become  the  kind  of  a 
Christian  man  his  father  was,  whom  he 
called  the  finest  man  he  knew.  When  I 
remarked  that  if  he  took  this  step  all  the 
university  would  know  about  and  discuss 
it,  he  replied  that  he  wanted  to  nail  up 
his  flag  so  that  it  would  never  come  down , 
and  that  he  would  like  to  be  baptized  as 
soon  as  possible.  Shortly  alter,  in  the  baptistry  over  which  our  ser¬ 
vice  flag  now  hangs  with  a  gold  star  in  his  memory,  I  baptized  him. 

“The  following  Decision  Day  in  our  Sunday  school,  ‘Spike’ 
Shull  told  his  own  story  and  urged  the  boys  and  girls  not  to  put 
off  committing  themselves  to  the  Christian  life  so  many  years 
as  he  had  done.  As  a  result  of  his  moving  appeal,  many  of  our 
boys  and  girls,  and  also  two  college  graduates  of  his  own  age 
who  heard  it,  were  baptized  and  joined  the  church. 

“At  the  outbreak  of  the  War,  ‘Spike’  Shull  was  among  the 
first  to  enter  an  officers’  training  camp  and  among  the  very  first 
to  go  overseas  as  a  Second  Lieutenant  in  the  Regular  Army. 
The  last  letter  I  had  from  him,  written  at  the  Front,  spoke  of 
the  great  difficulty,  discomfort,  and  danger  of  their  situation,  but 
went  on:  ‘You  can  safely  say  that  we  are  happy.  To  be  among 
the  first  is  our  desire.’  In  July,  1918,  being  then  a  First  Lieu¬ 
tenant  in  command  of  Company  G,  26th  Regiment,  First  Divi¬ 
sion,  A.  E.  F.,  he  led  his  men  in  three  successive  charges  on  a 
machine  gun  nest,  in  the  last  of  which  he  received  severe  wounds 
that  caused  his  death  on  August  5th.” 


CHAPTER  X 


AQUATICS 

Section  i.  Swimming 
Section  2.  Swimming  Records 

SECTION  1 
B.  Deane  Brink 

Oh,  boy!  It  was  great!  Never  was  there  anything  that 
brought  so  much  joy  into  life  as  that  “Ole  Swimmin’  Hole,”  or 
the  “Tank”  in  the  old  “Y”.  The  thrill  of  the  splash!  The  fun  of 
being  in  the  midst  of  that  wriggling,  diving,  splashing  bunch 
of  humanity!  It  was  great  fun  and  it  brought  with  it  a  sense 
of  mastery  and  achievement  that  made  it  a  real  joy. 

Swimming  is  a  fine  all-round  exercise.  Because  the  body 
lies  flat  the  heart  does  not  have  to  wotk  as  hard  to  pump  the 
blood  as  when  the  body  is  standing  up.  It  tones  up  the  nerves 
and  muscles,  and  because  of  the  yielding  surface  there  are  no 
bumps  or  bruises.  The  work  is  evenly  distributed,  so  that  there 
is  little  danger  of  strain.  The  poisons  which  result  from  the 
breaking  down  of  the  muscle  cells  are  thrown  out  through  the 
pores  of  the  skin  and  washed  away. 

But  swimming  is  fine,  not  alone  because  it  is  the  best  fun 
ever,  and  makes  strong  bodies,  and  washes  away  dirt  and 
poisons.  It  is  so  important  that  a  number  of  schools  and  colleges 
consider  it  a  necessary  part  of  a  boy’s  education.  Education, 
you  know,  is  not  just  learning  a  lot  of  facts.  Education  is 
learning  how  to  live.  To  live  right  one  must  have  will  power, 
self-reliance,  and  courage.  Swimming  teaches  all  three.  But 
to  live  right  one  must  add  to  will  power,  self-reliance,  and 
courage  the  willingness  to  serve. 


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In  the  great  World  War  the  waste  in  man  power  was  terrible, 
but  few  boys  realize  that  in  peace  times  there  are  enough  people 
who  drown  every  two  months  to  man  a  large  battleship.  In  the 
United  States  and  Canada  alone  each  year  more  than  twenty 
thousand  people  lose  their  lives  in  preventable  drowning  acci¬ 
dents. 

It  is  because  we  are  accustomed  to  this  terrible  waste  of  life 
and  so  few  are  prepared  to  help  that  we  go  about  thinking  little 
and  caring  less  about  its  prevention. 

Every  boy  should  learn  to  swim  because: 

1.  It  is  the  duty  of  every  American  boy  to  be  prepared  to 
save  his  own  life  and  the  life  of  others. 

2.  It  is  the  best  known  form  of  physical  exercise. 

3.  It  is  great  fun. 

But  dog-paddling  around  in  a  “crick”  or  pond  does  not  always 
make  good  swimmers.  In  fact,  bad  swimming  habits  learned  in 
the  “Ole  Swimmin’  Hole”  stick  through  life,  and  lots  of  real  fun  is 

lost  because  the  swimmer  tires  easily 
and  cannot  seem  to  do  the  crawl, 
breast,  and  other  strokes  as  others  do 
them.  He  has  not  learned  the  ABC 
and  arithmetic  of  swimming.  It  is  as 
easy  to  learn  to  swim  as  “falling  into 
the  water.”  If  a  boy  has  strength 
enough  to  stand,  is  possessed  of  an 
average  amount  of  brains,  and  can  get  to  where  there  is  enough 
water  to^float  him,  he  can  learn  to  swim.  In  fact,  it  is  possible 
to  learn  j:he  most  important  things  about  swimming  with  only 
a  washbasin  of  water  and  room  to  fling  the  arms  and  legs  around. 
Swimming  is  hard  only  as  it  is  made  so.  Success  depends  upon 
oneself  and  the  attitude  taken  toward  water.  There  is  only 
one  real  reason  why  any  person  cannot  swim,  and  that  is  F-E-A-R 
Fear.  In  very  young  children  this  condition  does  not  exist,  but 
the  average  person,  who  though  he  has  had  the  opportunity  yet 
cannot  swim,  is  unable  to  do  so  because  at  some  time  in  his  life 
he  has  been  shocked  or  frightened  either  by  being  “ducked”  or 
splashed,  by  being  pushed  or  by  falling  into  the  water,  or  by 
hearing,  reading  about,  or  actually  having  a  part  in  a  boating  or 
drowning  accident. 


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155 


Five  Laws  of  Swimming 

In  learning  to  swim,  dive,  and  save  life  there  are  five  things 
to  remember.  Five.  Count  them  on  the  thumb  and  fingers 
of  your  hand:  (1)  confidence;  (2)  breathing;  (3)  balance; 
(4)  relaxation;  (5)  coordination;  and  the  greatest  of  these  is 
confidence.  When  confidence  comes  in,  “Old  Man  Fear”  goes  out, 
and  with  this  nuisance  out  of  the  way  the  rest  is  easy.  One  of 
the  things  that  will  help  in  gaining  confidence  is  to  realize  that 
for  the  time  being  the  beginner  is  going  into  a  new  element, 
the  home  of  Mr.  and  Mrs.  Fish,  and  must  therefore  learn  to  “feel 
at  home”  in  the  home  of  the  fish,  and  pay  them  and  their  home 
all  the  respect  that  is  ordinarily  given  to  one’s  human  friends. 
It  will  also  help  create  confidence  to  know  that,  like  the  fish, 
you  cannot  sink  or  drown  provided  your  lungs  are  kept  full  of  air. 
This  sounds  silly,  but  think  it  over.  Another  thing  to  remember 
in  learning  to  feel  “at  home  in  the  water”  is  that  familiarity 
breeds  “content,”  and  when  contented  one  is  at  ease  and  relaxed. 

The  Easiest  and  best  Stroke  to  Learn 

Many  instructors  have  evolved  many  systems,  but  one  of  the 
best,  because  both  scientific  and  natural  and  therefore  easy, 
and  because  it  has  brought  remarkable 
results,  is  the  one  here  given.  It  is  so 
easy  and  natural  that  any  boy  can  learn 
it.  A  year  ago  at  a  summer  camp  a  boy 
of  fifteen  who,  through  an  accident,  had 
had  his  leg  cut  off  at  the  hip,  learned 
within  ten  minutes  to  swim  twenty-five 
feet.  The  beauty  of  it  is  that  the  move¬ 
ments  can  be  learned  by  means  of  a  land 
drill  without  much  effort.  The  timing 
and  movements  of  the  arms  and  legs 
closely  resemble  the  dog  paddle  or  primi¬ 
tive  man’s  natural  stroke.  It  is  inter¬ 
esting  to  note  this  style  of  swimming 
shown  on  old  Assyrian  monuments  many 
years  before  Christ.  After  this  funda¬ 
mental  crawl  stroke  is  mastered  and  a  boy 


HANDBOOK  FOR  COMRADES 


156 

has  learned  to  feel  “at  home  in  the  water,”  the  breast,  back, 
crawl,  and  side  strokes  can  be  learned. 

Breathing 

The  beginner  should  go  into  the  water  about  waist  deep  and 
if  learning  in  a  large  body  of  water,  always  face  the  shore  or 
teacher.  Now  to  learn  how  to  breathe — for  remember  that  in 
entering  the  home  of  the  fish  the  swimmer  must  adapt  himself 
to  a  new  home  of  environment.  He  must  breathe  as  the  fish  do. 
In  the  majority  of  swimming  strokes  the  head  is  held  face 
down  in  the  water,  the  air  being  gasped  in  through  the  mouth  as 
the  head  is  turned  sideways  up,  and  breathed  out  through  the 
nostrils  as  the  head  is  turned  face  down.  The  reason  for  this  is 

that  the  swimmer  can  in  a  given  space 
of  time  get  more  air  into  the  lungs 
through  the  mouth  than  through  the 
nose.  Also,  if  the  water  was  inhaled 
through  the  nose  it  would  irritate  the 
lining  of  the  nasal  cavity.  To  learn  to 
breathe  properly,  place  hands  on  knees, 
turn  the  head  sideways  up,  and  through 
the  mouth  gulp  or  gasp  the  lungs  full 
of  air.  Then  turn  the  head  face  down 
and  blow  the  air  out  through  the  nose. 
Repeat  this  on  two  counts,  keeping  the 
rhythm  as  in  music,  one,  two,  one, 
two,  etc.,  gradually  bringing  the  face 
near  and  finally  into  the  water  until 
able  to  breathe  out  against  the  water 
resistance.  Never  forcibly  submerge 
the  face  and  body.  This  is  likely  to 
make  the  body  rigid.  This  is  wrong,  as 
relaxation  is  absolutely  necessary  if 
one  is  to  feel  “at  home  in  the  home  of  the 
fish.”  Step  two,  then,  is  to  learn  to  have 
the  face  in  the  water,  first  with  eyes  closed,  and  then  open. 
Stand  as  before  with  hands  on  knees,  turn  head  sideways  up, 
gulp  lungs  full  of  air,  then  place  the  head  gently  in  the  water 
face  down,  hold  it  in  this  position  for  a  few  seconds,  and  then  as 


AQUATICS 


157 


gently  remove  head,  face  down,  from  water.  As  the  face  leaves 
the  water  open  the  mouth  wide.  Do  this  to  allow  the  few  drops 
of  water  which  have  been  forced  up  through  the  nose  into  the 
head  cavities  to  flow  out  of  the  mouth  rather  than  down  into  the 
stomach,  causing  nausea  and  fear.  This  is  important;  remem¬ 
ber  it. 

It  will  help  in  developing  confidence  if  the  beginner  will 
open  his  eyes  after  placing  the  face  in  the  water  and  try  to  count 
pebbles  held  in  the  hand  or  to  count  the  extended  fingers.  This 
distracts  the  attention  from  any  unpleasantness  and  introduces 
an  element  of  interest. 

Balance 

As  the  greater  part  of  our  working  hours  are  spent  in  an  upright 
or  vertical  position  or  plane,  we  have  through  the  years  developed 
certain  habits  of  balance  and  have  trained  our  muscles,  bones, 
and  nerves  to  hold  the  body  up  straight.  Now  since  the  beginner 
is  trying  to  learn  how  to  act,  breathe,  and  move  like  a  fish,  he 
must  learn  to  move  in  the  home  of  the  fish  not  standing  but 
lying  down.  In  other  words,  he  must  form  new  habits  of  balance, 
for  no  fish  other  than  the  horse  fish  swims  standing  up  on  end. 

To  learn  to  balance,  the  beginner  will  imitate  a  floating 
turtle.  This  is  done  usually  after  the  first  trial  and  really 
marks  an  important  step  in  learning  to  swim,  for  once  the 
sensation  of  balance  and  floating  flashes  on  the  mind  of  the 
beginner,  progress  is  rapid.  In  water  up  to  the  chest,  with  the 
hands  on  knees,  bend  the  knees  until  water  reaches  the  chin. 
Then  turn  the  head  sideways  up,  gulp  a  lungful  of  air,  turn  the 
head,  chin  down  on  chest,  reach  hands  down,  and  grasp  shins 
halfway  between  knees  and  ankles  and  pull  knees  up  tight  to  the 
chest.  The  feet  will  leave  the  bottom  and  the  body  will  float  in 
a  fine  example  of  a  turtle.  It  will  not  sink.  To  return,  release 
grasp,  drop  feet  to  bottom,  raise  head,  face  down,  open  mouth 
and  eyes,  but  do  not  straighten  body  until  water  is  out  of  mouth. 
Because  the  human  body  weighs  almost  the  same  as  an  equal 
body  of  water  and  therefore  weighs  practically  nothing  in  the 
water,  and  because  it  is  held  up  by  about  two  hundred  cubic 
inches  of  air  contained  in  the  lungs,  it  is  impossible  for  the  body 
to  sink.  Try  it,  push  a  person  imitating  a  floating  turtle  to  the 


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HANDBOOK  FOR  COMRADES 


bottom  and  immediately  he  will  return  to  the  surface  and  remain 
so  until  the  air  is  exhaled  from  the  lungs. 

Relaxation 

Further  to  develop  balance  and  bring  about  relaxation, 
imitate  a  jellyfish  by  taking  a  coasting  plunge  as  follows: 

Bend  knees  until  water  reaches  the  chin,  turn  head  sideways 
up  and  gasp  lungs  full  of  air,  then  turn  head  face  down  between 
extended  arms,  get  a  good  purchase  with  the  feet  on  the  bottom 
or,  if  in  an  indoor  pool,  with  one  foot  against  the  side,  push  off 
face  down,  arms  extended  in  front  with  wrists  hanging  down  and 
limp,  let  legs  trail  along  slightly  spread.  If  in  clear  water  keep 
the  eyes  open.  This  will  help  him  to  know  he  is  actually  moving 
ahead  and  will  of  course  increase  his  confidence.  In  this  coasting 
or  floating  plunge  the  natural  buoyancy  of  the  body  is  very 
noticeable.  As  soon  as  the  momentum  stops  and  the  legs 
begin, to  drop,  draw  the  knees  up  to  the  chest  and  then  drop  them 
to  the  bottom,  at  the  same  time  sweeping  the  arms  sideways  ui)til 
wide  apart,  then  with  a  swift  movement  bring  them  together 
with  palms  of  hands  facing.  As  the  hands  are  brought  together, 
forcing  a  wedge  of  water  away  from  the  body,  raise  the  head, 
but  keep  the  face  down  with  mouth  open  to  allow  water  to  escape. 
Remember  this  is  the  proper  way  to  regain  your  balance,  for 
every  movement  helps  to  place  the  beginner  in  a  standing 
position.  Try  and  overcome  the  tendency  to  rug  the  water 
from  the  eyes  as  it  tends  to  make  the  body  rigid.  Our  aim,  you 
know,  is  relaxation,  and  with  relaxation  comes  confidence. 
Do  not  hurry — take  plenty  of  time  in  all  the  movements.  The 
beginner  now  fias  splendid  confidence. 

He  has  learned: 

1.  That  the  water  is  his  friend  and  that  he  actually  feels  at 
home  in  the  home  of  the  fish. 

2.  That  he  positively  will  not  sink  so  long  as  his  body  is 

relaxed  and  his  lungs  kept  full  of  air.  v 

3.  That  given  a  push  his  body  will  float  in  the  direction  of 
the  push. 

4.  That  if  he  wants  to  regain  his  balance  he  just  stands  up, 
pushing  back  against  the  water  with  his  hands. 


AQUATICS 


159 


5.  That  he  will  not  feel  “sick  to  his  stomach”  if  on  taking  his 
head  out  of  the  water  he  holds  his  face  down  and  opens  his 
mouth. 

Our  swimmer  now  has  confidence,  knows  how  to  breathe,  has 
acquired  a  new  sense  of  balance  and  knows  how  to  relax.  What 
has  seemed  the  most  difficult  thing  in  the  world  is  now  as  “easy 
as  pie”  and  all  that  remains  is  to  teach  his  legs  and  arms  to  work 
together,  or  coordinate  (Fig.  1). 


Fig.  1.  Crawl  stroke 


Coordination — Leg  Movements 

Coordination,  then,  is  the  last  step.  A  fish,  frog,  motor  boat, 
or  a  human  fish  is  actually  kicked  through  the  water.  The  fins 
of  the  fish  and  the  arms  of  the  human  help  in  getting  this 
result.  To  learn  this  leg  kick,  lie  down  in  the  water,  facing 
shore,  with  the  hands  or  elbows  resting  on  the  bottom,  or  if  in 
an  indoor  pool,  lie  over  the  edge  with  the  feet  in  the  water  or 
lie  over  a  stool  or  chair  with  hands  resting  on  the  floor,  keeping 
the  chest  and  knees  on  the  same  level.  Kick  the  feet  alternately 
up  and  down  with  little  or  no  hip  motion.  The  feet  are  moved 
about  six  inches  up  and  down  with  the  toes  turned  in  and  the 
feet  kept  only  a  few  inches  apart,  the  major  action  being  centered 
in  the  knees.  Any  flexing  or  bringing  of  the  thigh  forward  stops 
progress.  Therefore  make  a  slow,  easy,  alternate  up,  back,  and 
down  movement  of  the  leg  and  foot.  Do  not  hurry,  take  your 
time.  Hurry  makes  the  muscles  tired  and  rigid  and  leads  to 
shortness  of  breath.  When  able  to  do  this  elementary  scissor 
kick  return  to  water  about  chest  deep,  face  the  shore,  take  a  deep 
breath  as  described,  and  with  head  face  down  between  the 
extended  arms  give  a  strong  push  from  the  bottom  or  side  of 
pool.  As  the  body  glides  foward,  start  the  kicking  or  scissor 


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HANDBOOK  FOR  COMRADES 


movements  of  the  feet  and  legs.  Keep  this  up  until  necessary 
to  breathe,  then  regain  the  balance  as  described.  Do  not  reach 
or  push  down  with  the  hands,  for  a  body  in  the  water  will 
always  follow  the  direction  of  the  hands  and  arms  and  instead 
of  regaining  one’s  balance  the  body  will  sink  head  first.  If  the 
water  is  clear  and  the  eyes  kept  open  the  beginner  will  realize 
with  joy  that  he  is  know  making  headway  under  his  own  power. 
He  is  swimming,  for  swimming  is  the  ability  to  move  in  the  water 
in  a  definite  direction. 

Arm  Movements 

Now  for  the  arm  or  paddling  movements.  In  water  about 
waist  deep  (this  exercise  may  also  be  done  as  aland  drill),  stand 
with  feet  well  braced,  one  in  front  of  the  other,  and  bend  the 
body  at  the  waist  until  the  chest  is  about  on  a  level  with  the 
surface  of  the  water,  the  left  arm  extended  front  with  the  palm 
turned  down  and  the  wrist  slightly  bent,  the  right  arm  extended 
back  with  the  palm  turned  up.  Now  with  a  rolling  movement  of 
the  body  imitate  a  windmill,  keeping  the  arms  the  same  relative 
distance  apart,  one  hand  gripping  and  pulling  as  the  other  leaves 
the  water.  After  this  movement  becomes  easy  return  to  water 
chest  deep,  take  a  deep  breath,  as  described,  and  with  head  face 
down  between  the  extended  arms  give  a  vigorous  push  with  the 
feet  from  the  bottom  or  side  of  the  pool  and  before  the  momen¬ 
tum  of  the  body  stops  start  the  windmill  movement  of  the  arms. 
The  legs  should  trail  along  relaxed — as  the  body  rolls  they  will 
unconsciously  move  slightly  up  and  down  in  a  rudimentary 
scissor  movement.  Keep  the  legs  together  and  the  toes  pointed 
back.  In  this  arm  movement  do  not  attempt  to  move  the  legs. 
Let  them,  like  a  cow’s  tail,  “trail  behind.”  Keep  the  fingers 
together  so  that  the  hand  is  cupped  and  resembles  the  blade 
of  a  spoon  oar.  Be  sure  that  the  hand  is  bent  down  at  the  wrist 
so  that  the  swimmer  gets  the  benefit  of  the  pull  as  soon  as  the 
hand  enters  the  water.  As  suggested  before,  it  is  a  good  plan 
to  keep  the  eyes  open  so  as  to  watch  the  arms  and  also  the  bottom 
of  the  pool  to  see  how  fast  he  is  moving.  Be  sure  to  pull  all  the 
time  the  arm  is  under  water  and  that  it  does  not  leave  the  water 
until  it  reaches  the  hip.  In  other  words,  do  not  make  the  stroke 
choppy.  Again  remember  to  take  plenty  of  time  and  when  out 


AQUATICS 


161 


of  breath  regain  the  balances  as  described.  All  that  remains 
now  to  do  is  to  put  together  or  coordinate  the  leg  and  arm  move¬ 
ments  and  the  swimmer  will  then  feel  completely  confident  and 
from  this  point  on  his  expertness  and  happiness  will  depend  upon 
practice. 

Combined  Leg  and  Arm  Movements 

Now  to  complete  the  mechanics  of  swimming  and  put  to¬ 
gether  everything  learned  about  this  health-giving,  joy-making, 
character-building  sport.  After  taking  a  big  bite  of  air,  bend 
the  knees  and  give  a  good  strong  push  foward  and,  before  the 
momentum  stops,  start  the  leg  scissor  kick;  then  after  a  few 
kicks  begin  the  windmill  movements  of  the  arm.  Begin  by  taking 
a  half-dozen  strokes  and  then  add  more  until  able  to  continue 
until  the  breath  gives  out.  As  stated  before,  the  swimmer  fills 
his  lungs  by  turning  the  head  sideways  and  biting  off  a  big 
chunk  of  air,  exhaling  or  blowing  the  air  out  again  through  the 
nose  when  the  head  is  face  down  in  the  water. 

Breathing  and  Stroke 

Now  to  combine  the  breathing  with  the  stroke.  When  the 
swimmer  feels  compelled  to  breathe,  say  after  about  the  sixth 
stroke,  as  the  right  arm  leaves  the  water  at  the  end  of  the  stroke 
force  the  air  out  through  the  nose,  then  turn  the  head  sideways 
up  and  bite  off  another  lungful  of  air  and  as  the  right  hand 
again  enters  the  water  turn  the  face  down  into  the  water.  Some 
swimmers  find  it  easier  to  turn  the  head  to  the  left.  In  this 
case  breathe  as  the  left  arm  leaves  the  water.  After  the  move¬ 
ment  and  breathing  become  easier,  the  leg  movement  should 
begin  at  the  hip  with  a  snapping  action.  The  legs  should  not  be 
held  stiff  but  controlled  enough  to  prevent  sloppy  action.  The 
number  of  leg  drives  for  each  arm  stroke  depends  upon  the  build 
of  the  swimmer.  Find  the  number  best  suited  and  stick  to 
that  number. 

Artificial  Aids 

Now  a  few  words  about  artificial  aids  or  supports  in  swimming. 
Any  floating  devices,  such  as  belts  and  pulleys,  trolleys,  poles, 
and  buoys,  except  in  very  rare  instances,  are  unnecessary  and 


HANDBOOK  FOR  COMRADES 


162 

very  doubtful  helps.  They  serve  only  to  give  a  false  sense  of 
security  and  actually  retard  the  advance  of  the  learner.  Where 
the  coordination  is  extremely  poor,  small  compact  light  fabric 
water  wings  may  be  used,  but  if  the  suggestions  given  here  are 
faithfully  carried  out  there  will  be  no  need  of  any  artificial  sup¬ 
port.  The  use  of  an  artificial  support  shows  that  there  is  not  the 
proper  confidence.  In  this  system  the  swimmer  will  learn  to 
trust  the  water  as  a  friend.  He  knows  that  if  the  lungs  are  full 
of  air  and  his  muscles  are  relaxed  he  cannot  sink  and  that  it  is 
easy  and  natural  to  paddle  and  kick.  If  he  paddles  and  kicks 
his  body  face  down  through  the  water,  he  offers  the  least  resis¬ 
tance  to  the  water  and  therefore  moves  faster  than  with  any 
other  stroke.  He  is  thrilled  with  the  joy  of  doing.  He  has  gotten 
self-reliance,  health,  strength,  character;  has  learned  something 
that  may  prove  to  be  the  means  of  saving  his  own  or  other 
precious  human  life;  and,  finally,  he  has  learned  how  to  teach 
others  to  swim — a  real  service. 

Breast  Stroke 

After  having  learned  to  swim  by  the  easiest  and  most  natural 
method  the  swimmer  should  give  attention  to  other  strokes 
which  have  real  value,  as,  for  instance,  in  life  saving,  when 
necessary  to  dive  from  the  surface  or  swim  under  water  in 
giving  help  to  a  tired  swimmer,  the  breast  stroke  is  very  useful. 
This  is  a  very  complicated  stroke  but  can  be  mastered  easily 
after  having  learned  to  feel  “at  home  in  the  water,”  for  he  can 
now  give  all  his  attention  to  the  movements.  Until  1916  this 
was  a  very  slow,  tiresome  stroke.  It  often  produced  headache 
and  the  swimmer  could  go  but  a  short  distance  before  getting 
winded  and  tired.  The  headache  was  largely  due  to  having  to 
hold  the  head  back  on  the  shoulders  at  an  unnatural  angle  in  an 
attempt  to  keep  water  from  splashing  into  the  mouth.  This 
unnatural  position  interferes  with  the  proper  circulation  of  the 
blood  in  the  neck  and  head  and  causes  congestion.  By  adding  a 
long  glide  at  the  end  of  the  stroke,  with  the  arms  and  legs  ex¬ 
tended  and  the  face  submerged,  a  much  easier  and  faster  stroke 
has  resulted.  It  is  well  in  learning  the  breast  stroke  to  prac¬ 
tice  it  first  as  a  land  drill,  so  that  on  entering  the  water  the 


AQUATICS  163 

movements  will  be  mechanical  and  allow  the  swimmer  to  give 
his  whole  attention  to  proper  breathing,  etc. 

Breast  Stroke — Leg  Movement 

Standing  Position 

1.  Raise  the  left  knee,  directing  it  sideways,  the  heel  of  the 
left  foot  touching  the  inside  of  the  right  knee,  toes  pointing 
downward. 

2.  Straighten  and  lower  the  left  leg  by  a  backward,  downward 
movement  until  the  big  toe  of  the  left  foot  touches  the  floor 
about  one  pace  to  the  left  side. 

3.  Draw  the  foot  with  a  snap  toward  the  right  foot.  Do 
these  three  movements  several  times  until  they  become  natural 
and  easy. 

Breast  Stroke — Arm  Movement 

Standing  Position 

In  this  the  position  of  the  hands  is  important.  Hold  the 
fingers  close  together,  thumb  against  the  first  fingers,  extended 
straight,  the  palm  of  the  hand  slightly  cupped.  With  the  hands 
in  this  position  extend  the  arms  in  front  as  far  as  it  is  possible  to 
reach. 

1.  Turn  the  backs  of  the  hands  together  with  the  elbows 
straight;  sweep  the  arms  back  until  they  are  a  little  beyond  a 
straight  line  across  the  shoulder. 

2.  Bend  the  arms  and  bring  them  edgewise  to  the  front  of 
the  chest  so  that  the  middle  fingers  meet,  palm  down,  at  a  point 
midway  between  the  chin  and  breast,  elbows  close  to  side  ribs. 

3.  Shoot  the  hands  foward  to  position. 

Breast  Stroke — Combined  Leg  and  Arm  Movement 

Standing  Position 

Start  with  the  feet  together  and  the  arms  extended  front. 

1.  Sweep  arms  back  until  slightly  beyond  a  line  across  the 
shoulders  and  raise  the  left  or  right  knee  until  the  heel  of  the 
raised  foot  touches  inside  of  the  opposite  knee. 

2.  Bend  arms,  hands  to  chest,  straighten  and  lower  raised 
leg  to  floor,  one  pace  to  the  side. 


HANDBOOK  FOR  COMRADES 


164 

3.  Shoot  hands  foward,  palms  down  to  position  in  front  and 
snap  extended  leg  toward  other  foot.  Do  this  until  leg  and  arms 
work  together  smoothly. 

These  movements  may  also  be  practiced  lying  across  a  bench, 
stool,  or  chair — the  arm  movements  as  above  described,  the  leg 
and  combined  movements  as  follows: 

Leg  Movements 

Lie  face  down  across  the  bench,  legs  straight. 

1.  Draw  up  both  legs,  spread  the  knees  and  bring  the  feet 
together,  big  toes  touching. 

2.  Extend  both  legs  sideward  and  out  wide  apart. 

3.  Snap  the  legs  and  thighs  together  to  starting  position. 

Combined  Leg  and  Arm  Movement 

Lie  across  bench  with  legs  and  arms  extended,  feet  together, 
palms  down. 

1.  Turn  hands  back  to  back  and  sweep  arms  back  to  slightly 
beyond  a  line  through  shoulders,  at  the  same  time  drawing  up 
the  legs  with  knees  spread  and  feet  together. 

2.  Bring  hands  to  chest  and  extend  legs  sideward,  out,  and 
wide  apart. 

3.  Shoot  hands  to  position  in  front,  palms  down,  and  snap 
legs  together,  finishing  the  stroke. 

Breast  Stroke  in  the  Water 

After  the  swimmer  has  learned  the  movements  of  the  breast 
stroke,  enter  the  water  breast  deep.  Take  a  deep  breath  through 
the  mouth,  bend  the  knees,  give  a  vigorous  push  off,  face  down 
so  that  the  water  is  just  below  the  eyes,  body  floating  with  legs 
and  arms  extended.  Before  the  momentum  stops  sweep  the 
arms  back  to  just  beyond  the  shoulders  and  draw  the  legs  up, 
knees  spread,  feet  together.  Then  as  the  hands  are  brought  to 
the  chest,  extend  and  spread  the  legs  wide  apart.  The  stroke  is 
finished  by  shooting  the  hands  ahead  and  whipping  the  legs  to¬ 
gether  with  a  snap.  At  this  point  the  body  relaxed  glides  for¬ 
ward,  the  air  being  blown  out  through  the  nose.  When  ready 
for  the  next  stroke,  raise  the  head  foward,  bite  off  a  chunk  of 
air,  lower  the  head,  and  repeat  movements  as  above.  If  desired, 
this  stroke  may  be  executed  without  having  the  face  in  the  water, 


AQUATICS 


165 

but  because  of  the  neck  strain  the  swimmer  is  likely  to  tire 
much  more  quickly. 

Back  Stroke 

There  are  several  kinds  of  back  strokes  and  the  swimmer 
should  know  how  to  do  each  of  them.  This  stroke  is  not  only 
essential  in  life  saving  but  is  useful  in  getting  out  of  weeds  and 
eel  grass;  also,  when  tired,  a  change  to  the  back  stroke  will 
quickly  rest  the  swimmer.  This  stroke  can  be  learned  as  a  land 
drill. 

Underarm  Back  Stroke — Land  Drill 
Underarm  Back  Stroke — Leg  Movement 
Lie  on  back  on  the  floor  or  on  a  long  bench. 

1.  Draw  up  legs,  knees  spread,  feet  together. 

2.  Extend  and  spread  the  legs  wide  apart. 

3.  Whip  or  squeeze  the  legs  together  with  a  snap. 

Underarm  Back  Stroke 

Arm  Movement 

Start  with  the  hands  at  sides  of  thighs,  palms  in. 

1.  Draw  arms  up,  elbows  close  to  ribs,  hands  on  chest. 

2.  Extend  the  arms  wide  apart. 

3.  Sweep  the  arms,  elbows  straight  down  to  the  thighs  as  in 
the  starting  position. 

Combined  Leg  and  Arm  Movements 

1.  Draw  legs  up,  knees  spread,  feet  together.  At  the  same 
time  raise  the  arms,  elbows  to  ribs,  hands  to  chest. 

2.  Extend  and  spread  the  legs  wide  apart  and  shoot  arms  out 
sideways  on  a  line  with  the  shoulders,  thumbs  up. 

3.  Whip  the  legs  together  and  sweep  the  arms,  elbows  straight, 
down  against  the  thighs. 

Underarm  Back  Stroke  in  the  Water 

In  water  breast  deep,  bend  the  knees  and  with  head  held  back 
and  arms  loosely  held,  take  a  deep  breath  and  give  a  vigorous 
push  slightly  up  and  back.  Allow  the  body  to  float  for  a  moment 
on  the  back,  then  do  the  movements  as  described  under  the  land 
drill  combined  leg  and  arm  movements.  Exhale  through  the 
nose  at  the  end  of  the  stroke.  Inhale  through  the  mouth  as  the 


HANDBOOK  FOR  COMRADES 


1 66 

stroke  begins.  It  is  a  good  plan  to  practice  swimming  with  dif¬ 
ferent  leg  and  arm  combinations.  For  making  rescues  this  stroke 
is  indispensable.  For  speed  and  long  distance  events  the  back 
crawl  and  back  double  overarm  strokes  are  used. 

Treading  Water 

Very  often  in  making  rescues  it  is  necessary  to  use  both  hands 
in  turning  the  person  on  his  back.  To  do  this  allow  the  feet  to 
sink  until  the  body  is  upright,  then  with  a  loose  knee  action 
move  the  feet  and  legs  as  if  riding  a  bicycle.  This  will  be  found 
to  be  a  very  useful  stunt. 

Sculling 

Sculling  is  moving  forward  or  backward,  face  down  or  on  the 
back,  using  a  wrist,  forearm,  and  shoulder  movement  only. 

Head  First  on  Back 

To  scull  head  first,  on  the  back,  drop  the  head  slightly  back, 
with  the  hands  and  arms  at  the  sides,  hands  bent  up  at  the  wrist. 

Work  the  hands  with  a  short  side-to-side  sweep  and  push, 
much  as  a  Venetian  gondolier  or  a  dory  fisherman  uses  his 
single  oar. 

Feet  First  on  Back 

Same  position,  except  that  the  hands 
wrist  and  pulling  with  the  side-to-side 
pushing. 

Feet  First  on  Face 

With  arms  extended,  elbows  straight,  hands  bent  up  at  the 
wrist,  wave  hands  from  side  to  side,  and  push  as  described  in 
“Head  First  on  Back.” 

Diving 

Swimming  without  knowing  how  to  dive  is  like  eating  griddle 
cakes  without  syrup. 

Really  to  enjoy  the  water  and  be  thoroughly  equipped  for  life 
saving  every  boy  should  be  able  at  least  to  do  the  simple  dives. 
At  Futtepore,  India,  the  Hindu  boys  jump  from  the  old  temple 
ruins,  sometimes  as  high  as  eighty  feet,  into  a  deep  well.  The 


are  bent  down  at  the 
movement  instead  of 


AQUATICS 


167 


jump  is  made  feet  first,  right  hand  holding  the  nose,  the  left 
hand  held  close  to  the  body. 

Diving  was  introduced  into  England  by  the  Swedes  and  was 
used  only  in  a  business  way.  They,  like  the  Hindus,  were  skilful 
in  high  diving.  The  pearl  divers  of  the  Persian  Gulf  and  around 
Ceylon  can  go  to  great  depths,  but  the  Americans  were  the  first 
to  take  the  honors  in  fancy  diving. 

The  things  needed  in  good  diving  are  confidence,  coordination 
or  body-control,  balance,  the  ability  to  think  and  act  quickly, 
and  patience.  Many  make  the  mistake  of  attempting  the  hard 
dives  before  learning  the  simple  front  or  forward  dive.  As  shown 
elsewhere,  “Old  Man  Fear”  must  first  be  “licked  to  a  finish.”  This 
can  be  done  in  the  following  manner: 

First,  jump  feet  foremost  from  the  edge 
of  the  pool.  After  one  or  two  trials,  have 
the  pupil  crouch  with  knees  bent,  hands 
extended,  thumbs  locked  and,  with  the 
head  kept  between  the  arms,  fall  forward 
into  the  water.  Repeat  this  exercise  with 
a  springing  movement  of  the  legs,  the  body 
entering  the  water  at  an  angle  of  about 
forty-five  degrees.  The  tendency,  for  the 
beginner,  is  to  lift  the  head  and  straighten 
the  body  as  it  nears  the  water,  executing 
what  is  technically  known  as  a  “belly- whop¬ 
per.”  This  can  be  overcome  by  inclining  the 

head  forward  between  the  extended  arms. 

✓ 

Arthur  McAleen,  of  the  N.  Y.  A.  C.,  a  title  holder  and  au¬ 
thority  on  diving,  says:  “In  every  dive,  plain  or  fancy,  straight 
or  twisting,  the  head  is  the  controlling  factor,  for  its  weight  and 
position  give  it  the  power  to  direct  the  entire  body  while  in 
flight.  Not  only  may  the  angle  of  ascent  or  descent  be  altered 
by  moving  it  up  or  down,  right  or  left,  but  a  vigorous  motion  is 
almost  sufficient  in  itself  to  enable  the  diver  to  perform  any 
desired  stunt  in  mid-air,  be  it  somersault  or  a  twist.  This 
should  be  remembered  for  it  really  is  the  secret  of  success  in 
fancy  diving.” 

After  the  beginner  has  developed  sufficient  confidence  to  dive 
from  the  water’s  edge,  he  may  then  be  instructed  to  practice 


HANDBOOK  FOR  COMRADES 


1 68 


the  plain  front  or  forward  dive  from  a  height.  To  execute  the 
front  or  forward  dive  properly,  take  the  following  position  at 
the  edge  of  the  diving  board  or  take-off  :  head  up,  chin  in,  chest 
out,  hips  back,  feet  together,  toes  just  over  and  gripping  the 
end  of  the  board.  Place  hands  on  thighs  just  below  the  hips, 
raise  high  on  toes,  balance  the  body  momentarily  in  this  position, 
then  slightly  bend  the  knees  and  leap  or  spring  up  and  out  with 
head  up  and  back  arched,  showing  a  slightly  concaved  line  from 
the  back  of  the  head  to  the  heels  of  the  feet,  the  legs  straight, 
feet  extended,  and  toes  pointed  back.  As  the  body  begins  to 
fall,  the  head  is  dropped,  the  arms  are  extended  and,  with  fingers 
closed  and  thumbs  locked,  the  body  assumes  very  nearly  a 
straight  line  and  enters,  or  should  enter,  the  water  at  an  angle  of 
about  ninety  degrees.  The  mistakes  usually  made  are  keeping 
the  head  up  and  landing  flat  on  the  chest  or  bending  the  head 
too  quickly,  which  results  in  throwing  the  body  over  and  striking 
the  water  with  the  back  of  the  thighs  or  legs.  The  standing  dive 
should  be  mastered  before  attempting  the  running  forward  or 
front  dive.  The  running  front  dive  is  required  in  competition. 
The  position  of  the  hands  and  head  is  important  in  determining 
the  depth  of  the  dive.  The  head  bent  forward  on  the  chest 

and  hands  bent  sharply  downward  at  the 
Cj*  wrist  will  cause  the  body  to  descend.  The 
raising  of  the  head  and  hands  sends  the 
body  to  the  surface. 

The  “run”  should  be  a  short  one — three 
or  four  steps — alighting  with  all  possible 
force  with  both  feet  on  the  extreme  end  of 
the  board.  In  the  running  forward  spring 
backward  dive  (“salmon,”  “comeback,” 
“Dutchman”)  the  take-off  is  made  from 
one  foot. 

The  various  forward  combination  dives,  known  as  the  “swan,” 
“swallow,”  “butterfly,”  etc.,  are  now  classed  as  plain  forward 
dives.  The  development  of  the  backward  dive  is  the  same  as  the 
forward.  First,  stand  on  the  take-off  with  the  back  to  the  water 
and  jump  off  backward,  feet  foremost,  into  the  water.  Next, 
take  the  fundamental  position  as  described  in  the  forward  dive, 
but  with  the  hands  extended  overhead,  palms  front,  thumbs 


AQUATICS 


169 

4 

locked,  and  back  toward  the  water.  Bend  backward  as  though 
trying  to  touch  the  water;  allow  the  knees  to  bend,  keeping  the 
head  held  back  and  between  the  arms,  and  push  off.  After  a  few 
trials,  again  take  the  position  with  hands  below  thighs  and,  with 
a  quick  up-heaving  movement  of  the  arms,  head,  and  chest, 
leap  or  spring  up  and  out  and,  as  the  body  falls,  bring  hands 
together  thumbs  locked,  the  body  entering  the  water  in  as 
straight  a  line  as  possible. 

The  remaining  two  dives,  which  complete  the  standard  dives, 
are  known  as  the  “jackknives” — so  named  because  while  the 
body  is  in  the  air  bent  forward,  with  feet  and  hands  touching, 
the  legs  are  brought  back  into  a  line  with  the  body,  imitating 
closely  the  sudden  opening  of  a  knife  blade. 


Front  jackknife  Back  jackknife 


The  forward  or  front  jackknife  dive  may  be  executed  either 
standing  or  with  a  run.  A  preliminary  exercise  of  bending  for¬ 
ward,  touching  the  toes,  and  then  suddenly  bringing  the  body 
into  an  erect  position,  hands  overhead,  is  an  excellent  one  and 
should  be  practiced  before  attempting  the  dive. 

Assume  the  fundamental  position,  then  bend  the  knees 
slightly,  leap  up  and  out,  but  be  careful  not  to  land  more  than 
six  feet  from  the  end  of  the  springboard  as  this  is  the  distance 


HANDBOOK  FOR  COMRADES 


170 

within  which  the  body  must  enter  the  water.  When  the  body 
in  its  upward  spring  reaches  its  highest  point,  it  must  bend 
quickly  at  the  hips,  touching  toes,  and,  as  it  descends,  the  legs 
are  snapped  back  and  upward,  feet  together  and  toes  pointed 
as  in  all  head  foremost  dives.  The  head  should  be  held  between 
the  extended  arms,  hands  and  fingers  extended  and  thumbs 
locked,  the  falling  body  presenting  the  least  resistance  possible 
to  the  water.  The  speed  acquired  in  the  running  front  or  for¬ 
ward  jackknife  is  quite  apt  to  take  the  diver  beyond  the  six- 
foot  limit;  therefore  the  emphasis  should  be  placed,  not  so  much 
upon  the  run,  as  upon  the  jump  down  upon  the  board  for  the 
upward  spring.  The  backward  jackknife  is  the  most  difficult  of 
the  standard  or  set  dives.  Begin  by  taking  the  position  as  in  the 
back  dive,  then  jump  backward,  feet  foremost.  After  a  trial  or 
two  the  pupil,  in  position  with  arms  extended  to  the  front 
horizontal,  palms  down,  and  thumbs  locked,  should  spring  up 
and  far  enough  back  to  clear  the  board  in  the  descent.  The  rest 
of  the  dive  is  the  same  as  the  forward  jackknife. 

LIFE  SAVING 

Having  learned  to  swim  by  this  method  any  boy  is  now  able 
to  do  four  things.  First,  he  is  able  to  help  people  who  are  drown¬ 
ing,  and  can  save  his  own  life.  Second,  he  can  develop  a  strong, 
clean,  supple  body.  Third,  he  can  have  more  real  fun  and  rec¬ 
reation  than  the  fellow  who  cannot  swim.  But  best  of  all  he 
can  prevent  drowning  accidents  and  make  others  happy  by 
teaching  the  “other  fellow”  to  swim. 

Now  to  learn  the  easiest,  quickest,  and  best  way  to  help 
anyone  in  danger  in  the  water. 

The  Approach 

As  in  learning  to  swim,  confidence  is  the  key  to  success. 

If  possible  to  slip  off  coat,  pants,  and  shoes,  do  so.  If  not,  as 
in  the  case  of  a  person  falling  from  steamer  or  boat,  the  rescuer, 
in  order  to  be  close  to  the  victim,  will  save  time  by  jumping  in 
immediately  and  taking  off  his  clothes  while  in  the  water.  If 
the  coat  sticks,  button  tightly.  Do  not  take  off  coat  if  wearing 
suspenders  and  no  vest.  The  suspenders  will  cause  trouble  by 
sliding  down. 


AQUATICS 


171 


If  entering  the  water  from  the  beach,  run  in  knee-deep  and 
then  take  a  long  dive  and  swim  with  an  easy  stroke,  keeping  the 
drowning  person  in  sight,  if  possible.  Where  there  are  weeds,  go 
slowly  in  the  direction  of  the  stream.  If  caught  in  grass,  scull 
out;  use  hands  only.  If  making  the  rescue  from  a  height  where 
the  depth  of  the  water  is  unknown,  it  is  best  to  drop  feet  first. 

In  approaching  the  drowning  person  or  persons  speak  quietly 
but  firmly.  If  more  than  one  is  in  danger,  take  the  one  in  great¬ 
est  distress.  The  object  is  to  get  the  drowning  person  in  some 
position  for  towing.  The  best  position  is  on  the  back  so  that  the 
person  cannot  grasp  the  rescuer.  The  different  holds  and  their 
breaks,  which  will  be  described,  should  be  practiced  on  land  and 
in  the  water. 

It  is  best  to  get  behind  the  drowning  person,  but  if  not  pos¬ 
sible,  reach  out  and  grasp  the  nearest  hand — keeping  out  of  his 
clutches — tread  water  and  pull  straight  to  you,  throwing  the 
victim  on  the  back  in  a  floating  position.  Sometimes  it  may  be 
necessary  to  dive  under  the  person  so  as  to  grasp  him  from  the 
rear.  If  an  attempt  is  made  to  grasp  the  rescuer,  stay  away — 
let  him  fight  the  water. 

Wrist  Hold 

If  grasped  by  a  drowning  person,  the  grip  most  likely  to  be 
taken  is  the  hold  on  the  rescuer’s  wrists,  thumbs  up.  This  is 
easy  to  break  by  suddenly  raising  the  arms,  elbows  out,  then 


172 


HANDBOOK  FOR  COMRADES 


quickly  thrust  hands  in,  down,  and  out  (Fig.  2).  The  pressure 
against  the  drowning  person’s  thumbs  breaks  the  hold.  In  break¬ 
ing  away  immediately  grasp  the  person’s  wrist  and  turn  him 
around  on  the  back  ready  to  tow.  Do  this  in  all  breaks. 

Neck  Hold,  Both  Arms  Front 

Place  right  hand  against  person’s  right  lower  jaw  and  nose, 
left  hand  under  his  right  elbow  (Fig.  3).  With  a  quick  push 
against  face,  lift  under  elbow,  and  turn  him  on  his  back  ready 
to  carry;  or,  if  necessary,  raise  elbows,  hands  down,  fists  closed, 
with  thumbs  straight  and  held  stiff  against  close-clenched  index 
finger,  and  jab  thumbs  down  against  person’s  lower  ribs. 


AQUATICS 


173 


Strangle  Hold,  Rear 

Raise  arms  crossed,  right  over  left.  With  right  hand  grasp 
person’s  right  little  finger.  With  left  hand  grab  person’s  left 
little  finger.  With  a  quick  jerk  and  bump  back  with  buttocks 
pull  person’s  arms  wide  apart  and  get  behind  and  carry  (Fig.  4). 

Shoulder  Hold,  Front 

Throw  arms,  elbows  straight,  sideways  up  and  overhead,  at 
the  same  time  that  you  sink  down,  grasp  right  arm  and  get  behind 
him,  swim  on  back  and  carry  him  in  floating  position  by  two- 
hand  hold. 

Shoulder  Hold,  Rear 

Throw  arms  sideways  up  overhead,  duck,  grab  person,  and 
swim  as  above.  It  is  well  to  note  that  the  thumb  counter,  i.  e ., 
jabbing  stiff  thumbs  against  lower  ribs,  is  very  effective.  Be 
careful  in  practice.  Always  follow  a  release  by  towing. 

Towing  a  Person 

Towing  a  person,  of  course,  is  not  so  dangerous  as  having  to 
break  the  holds.  One  of  the  very  easy  methods  is  to  grasp  the 
person  by  the  hair  or  clothing  with  one  hand,  towing  him  on  the 
back,  with  one  arm  and  kick  for  propulsion. 

Head  Carry 

After  a  person  is  turned  on  back,  tow  by  placing  the  hands 
over  his  ears,  fingers  extended  down  along  the  lower  jaw,  the 
head  tilted  slightly  back  (Fig.  5).  Keep  the  water  out  of  the 
ears — it  helps  to  restore  confidence. 


Fig.  5.  Head  Carry 


174 


HANDBOOK  FOR  COMRADES 


Underarm  Carry 

When  on  back  place  the  heels  of  the  hands  alongside  the  body 
in  the  armpits,  the  fingers  extended  (Fig.  6). 


Fig.  6.  Underarm  Carry 

Sidearm  Carry 

Turn  drowning  person  on  the  back,  by  placing  right  hand  on 
his  right  shoulder;  left  hand  under  his  left  arm  to  turn.  Throw 
his  left  arm  up,  over,  and  across  rescuer’s  left  and  extend  right 
arm  ready  for  the  stroke,  the  drowning  person  being  well  up  on 
the  left  hip  of  the  rescuer  (Fig.  7). 


Fig.  7 


Arm  Carry 

• 

Rescuer  slides  left  arm  under  subject’s  right  arm,  grasping 
arm  at  the  biceps  (upper  arm),  and  pushes  subject  along  on  his 
back,  lifted  into  floating  position  by  rescuer’s  elbow  under  hip. 


AQUATICS 


175 


How  to  Help  a  Tired  Swimmer 

If  swimming  with  a  friend  or  near  a  person  who  gets  tired,  the 
tired  person  should  be  told  to  turn  on  his  back  and  place  his 
hands,  arms  extended,  on  the  rescuer’s  shoulders,  who  swims 
forward,  using  the  breast  stroke.  It  is  possible  to  carry  or  push 
a  person  a  long  distance  in  this  manner,  provided  the  rescuer 
swims  easily  and  does  not  try  to  hurry  (Fig.  8).  Another  way  is 
the  side-stroke  assist  or  carry.  The  person  to  be  helped  should 
be  behind  the  rescuer  with  one  hand  on  his  upper  shoulder. 
The  one  helped  can  assist  by  using  his  free  arms  and  legs.  Never 
do  this  if  the  tired  one  is  panicky. 


When  a  Boat  Capsizes 

If  there  are  a  number  of  persons  in  the  boat,  don’t  attempt  to 
swim  ashore  with  any  except  those  who  have  gone  down.  Direct 
or  help  others  to  side  of  boat.  Tell  them  they  are  in  no  danger 
and  to  hold  on.  Dive  for  person  who  went  under.  If  he  is  un¬ 
conscious  when  brought  to  surface,  take  him  to  shore  and,  if 
others  are  present  to  perform  first  aid,  give  directions  for  Schafer 
method.  Return,  and  if  the  boat  is  not  too  large,  grab  painter 
or  rope  and  tow  boat,  with  persons  hanging  on,  to  shore.  This 
is  not  as  difficult  as  it  sounds.  If  the  boat  is  too  large  it  is  better 
to  use  anything  that  may  be  floating  near  by,  such  as  an  oar  or 
a  plank. 

Recovering  a  Body  from  the  Bottom 

When  a  body  has  recently  sunk  to  the  bottom,  its  location 
may  be  known  by  the  air  bubbles  which  will  appear  on  the  sur- 


176 


HANDBOOK  FOR  COMRADES 


face.  In  still  water  the  bubbles  come  straight  up.  In  running 
water  they  will  be  slanting  in  the  direction  of  the  current,  so 
that  the  body  will  be  found  higher  up  the  stream  than  where  the 
bubbles  appear.  Grasp  the  body  by  the  hair  at  back  of  the  head, 
slack  of  coat  or  shirt  at  the  shoulders,  or  by  the  armpit.  After 
securing  the  body,  give  a  vigorous  push  and  swim  upwards  with 
a  back  stroke,  and  when  near  surface,  change  grip  to  ordinary 
rescue  hold,  as  described. 

To  Go  to  Bottom 

Start  to  swim  in  a  forward  motion  on  the  surface,  tuck  in  the 
chin,  throw  the  legs  out  of  water  for  weight,  and  with  eyes  wide 
open,  take  choppy  breast  strokes  to  the  bottom.  Your  diving 
rudder  is  your  head.  Keep  the  hands  well  advanced  to  prevent 
collision  with  obstructions  or  bumping  into  the  mud  or  rocks. 

Resuscitation 

Death  by  drowning  is  due  to  suffocation  and  shock,  not  by 
water  entering  the  lungs.  After  opening  the  bodies  of  many 
drowned  persons,  doctors  have  seldom  found  more  than  a  tea¬ 
spoonful  of  water  in  the  lungs  of  each  body.  The  water  com¬ 
monly  supposed  to  come  from  the  lungs  really  comes  from  the 
stomach. 

It  was  not  until  1804  that  people  became  interested  in  life 
saving.  Before  that  time  it  was  a  crime  to  take  an  unconscious 
person  out  of  the  water.  Up  to  1858  many  foolish  and  really 
cruel  methods  of  resuscitation  were  used,  among  them  being  the 
blowing  of  smoke  into  the  intestines  to  make  the  body  warm. 
Cutting  a  blood  vessel  and  letting  the  blood  escape  was  another. 
Blowing  air  into  the  lungs  with  a  hand  bellows  was  also  prac¬ 
ticed.  Dr.  Hall,  in  1858,  originated  a  system  which  was  used 
until  several  years  later.  During  the  Civil  War  Dr.  Sylvester’s 
method  was  declared  a  better  one,  but  in  recent  years  this  has 
given  way  to  the  Schafer,  or  “face  down  method.”  This  is  the 
method  recommended  and  which  will  be  described  (Fig.  9). 

The  next  thing  to  do  after  getting  the  person  to  shore  and 
stopping  any  arterial  bleeding,  is  to  send  or  telephone  for  a 
doctor,  briefly  describing  the  accident.  If  others  are  present 


AQUATICS  177 

have  them  do  this.  If  alone  and  not  near  a  telephone,  go  ahead 
quickly  as  follows: 

After  getting  the  unconscious  person  ashore  on  a  flat  surface, 
lay  him  face  downward,  arms  extended  above  the  shoulder  level. 
Using  the  forefinger,  clean  any  sand,  dirt,  grass,  or  mucus  from 
the  person’s  mouth.  Pull  the  tongue  forward.  In  this  position 
fluids  will  drain  from  the  mouth. 


Artificial  Breathing 

If  on  a  shelving  beach,  remember  to  lay  the  person  with  head 
toward  the  water.  Place  flat  on  chest.  If  coat,  towel,  or  any¬ 
thing  which  will  serve  as  a  roll  is  handy,  place  just  below  the 
chest.  Turn  the  person’s  head  to  the  left,  resting  on  back  of 
right  hand,  face  and  hand  pointing  in  the  same  direction.  The 
person’s  left  arm  is  extended  above  the  shoulder  level. 

Be  sure  that  the  tongue  is  forward  and  then  kneel  astride  the 
person  so  that  the  knees  will  be  at  his  hips.  Place  the  hands  on 
the  person’s  back,  the  thumbs  held  against  index  fingers.  With 
the  fingers  pointing  down  over  the  lower  ribs,  lean  forward  and 
steadily  press  downwards,  as  you  slowly  say  “ Out  goes  the  water.” 
Then  suddenly  release  the  pressure  without  taking  the  hands 
wholly  from  the  body,  and  rest  as  you  say,  “ In  comes  the  air” 
Repeat  this  forward  and  backward  movement  twelve  times  a 
minute,  until  natural  breathing  is  restored.  This  may  take  an 
hour  or  more,  but  don’t  give  up.  Keep  at  it.  Persons  have 
been  brought  back  to  consciousness  after  four  hours  of  hard 
work  on  the  part  of  the  rescuer.  Remember  that  apparently 
drowned  persons  who  have  been  under  water  five  or  ten  minutes 


i78 


HANDBOOK  FOR  COMRADES 


have  been  resuscitated  after  the  use  of  this  method.  So  don’t 
get  discouraged.  Don’t  give  up.  To  discover  signs  of  returning 
consciousness  lift  eyelids.  If  the  dark  spot  (pupil)  in  the  eye 
gets  smaller  when  exposed  to  the  light  there  is  still  life  in  the  body. 

Keep  up  the  respiration  movements  until  the  person  begins  to 
breathe.  The  legs  and  arms  should  be  rubbed  briskly  toward 
the  heart.  This  will  help  restore  the  circulation.  Cover  well 
with  blankets,  placing  well-protected  hot  bottles,  bricks,  or 
water  bags  at  the  feet,  pit  of  stomach,  and  under  the  armpits. 

Give  hot  drinks  after  person  begins  to  breathe  and  not  until 
then. 

Give  no  whiskey  or  alcoholic  stimulant  except  when  ordered 
to  do  so  by  a  doctor. 

Give  the  person  plenty  of  air  and  quiet,  and  the  recovery  will 
.  be  rapid. 


SECTION  2 

Young  Men’s  Christian  Association,  A.  L.  N.  A. 
National  Swimming  RecordSj  1919 


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World’s  Swimming  Records 

Made  in  Tank  Made  in  Open  Water 

Distance  Holder  Time  Holder  Time 

50  yds.  D.  P.  Kahanomoku  (A)  23  m.  2  /5  s.  D.  P.  Kahanamoku  23  m. 

100  yds.  P.  McGillivray  (A)  54  D.  P.  Kahanamoku  53 


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'S 


CHAPTER  XI 


CAMP  LIFE  AND  RECREATION 
H.  W.  Gibson 


Section  i. 
Section  2. 
Section  3. 
Section  4. 
Section  5. 
Section  6. 


Camping  and  Campcraft  for  Boys 
Kinds  of  Fire  and  Their  Uses 
The  Sheltering  Lean-To 
What  and  How  to  Cook 
Hikes  and  Mountain  Climbing 
Knots  that  Every  Boy  Should  Know 


SECTION  1 

Camping  and  Campcraft  for  Boys 

Just  as  soon  as  the  green  begins  to  creep  back  into  the  grass 
and  the  buds  start  to  swell,  threshing  in  the  blood  of  a  boy  also 
begins  to  assert  itself  by  a  kind  of  restlessness  and  a  longing  for 
freedom,  a  desire  to  get  out  in  the  open  where  the  fresh  breezes 
blow,  where  the  air  is  pure,  where  there  is  room  and  range  to 
stretch,  and  where  he  will  have  relief  from  the  stuffiness  of  man¬ 
made  houses.  Naturally,  the  first  person  to  whom  he  expresses 
this  feeling  is  his  friend  and  leader.  “Let’s  go  camping,”  says 
Boy.  “All  right,  let’s,”  replies  Man.  Then  follow  hours  and  days 
of  indescribable  delight  in  planning  and  of  anticipation.  “Where 
shall  we  go?”  is  a  question  more  easily  asked  then  answered. 
Whether  the  camping  trip  is  for  only  a  week-end  or  of  longer 
duration,  these  several  things  must  be  carefully  considered:  the 
choice  of  a  site  where  pure  water  for  drinking  and  swimming  is 


CAMP  LIFE  AND  RECREATION  185 

abundant,  where  wood  and  food  are  easily  obtainable,  and  where 
there  are  safe  sanitary  conditions. 

Typhoid  is  an  enemy  often  found  lurking  in  most  attractive 
looking  waters.  Not  every  stream  that  sparkles  is  pure.  Keep 
an  eye  upon  the  drainage.  Make  sure  that  the  stream  of  water 
or  pond  is  far  away  from  all  possible  pollution  from  barnyard  and 
village  drainage.  Brackish  and  still  pools  of  water  are  prolific 
breeding-places  of  mosquitoes.  Always  boil  the  drinking  water, 
if  there  is  the  slightest  shadow  of  a  doubt.  There  is  as  much  need 
of  “safety  first”  in  the  matter  of  drinking  water  as  there  is  in 
crossing  a  city  street  or  a  railroad  track.  Both  have  “killing” 
possibilities.  War  fevers  do  more  damage  than  bullets.  Indians 
and  experienced  campers  always  find  pure  water  and  then  camp, 
the  “plebes”  always  camp  and  then  hunt  for  water.  Avoid  drink¬ 
ing  water  rapidly  when  hot  and  tired.  Drink  sparingly  and 
slowly.  Insist  upon  each  camper’s  using  his  own  drinking  cup, 
which  should  be  either  the  collapsible  type  or  the  regular  camp 
variety  of  white  enamel,  about  four  inches  in  diameter. 

“A  swimmin’  hole”  is  a  necessity  as  well  as  a  joy,  for  a  camp 
without  swimming  facilities  would  prove  a  failure.  Have  it 
definitely  understood,  however,  that  no  member  of  the  party  is 
to  go  into  the  water  except  at  the  stated  time  and  place.  This 
should  be  a  rule  as  unchangeable  as  the  rules  of  the  Medes  and 
Persians.  Always  swim  before  eating  and  never  after  eating, 
unless  at  least  from  three  to  five  hours  have  elapsed.  A  good 
time  for  swimming  is  around  eleven  or  twelve  o’clock  in  the 
morning.  A  good  swimmer  should  patrol  the  shore  and  have 
oversight  of  the  swimmers  during  the  swimming  period.  Too 
much  swimming,  especially  in  fresh  water,  accounts  for  the  list¬ 
lessness  and  inactivity  of  many  campers.  The  body  gives  off 
heat  every  minute  it  is  in  cool  water,  and  also  when  exposed  wet 
to  the  breezes;  and  heat  is  life.  From  twenty  to  thirty  minutes 
is  sufficient  time  for  a  fresh-water  swim.  A  dip  on  rising  in  the 
morning  will  freshen  and  invigorate,  but  make  sure  that  it  is  a 
dip  and  not  a  swim,  as  the  body  is  not  in  condition  to  meet  the 
exertion  demanded  in  swimming.  A  good  rub  down  with  a  bath 
towel  will  put  every  boy  in  the  pink  of  condition  and  forestall 
“grouchiness.” 


i86 


HANDBOOK  FOR  COMRADES 


In  pitching  your  tents  always  select  high  ground  where  there  is 
natural  drainage,  so  that  there  will  be  no  need  of  ditching.  If 
the  camp  is  to  be  for  two  weeks  or  longer,  use  wall  tents,  12  x  14 
feet,  for  sleeping  purposes.  A  tent  of  this  size  will  accom¬ 
modate  from  six  to  eight  persons.  For  overnight  or 
week-end  camps  use  the  “dog”  tents  or  make  shacks. 
A  good  description  of  how  to  make  shacks  is  given  in  the 
handbook  of  the  Boy  Scouts.  In  sleeping  upon  the 
ground  dig  a  “hip  hole,”  a  trench  about  midway  of  the 
bed,  spread  the  rubber  poncho  upon  the  ground  so  that 
the  “hip  hole”  is  in  the  right  place,  lie  down  with  a  blanket 
spread  over  you,  roll  on  your  right  side  and  tuck  blanket 
under  you,  then  roll  over  on  your  left  side  and  tuck  re¬ 
maining  part  of  the  blanket  under  you,  then  raise  your 
feet  and  tuck  the  bottom  of  blanket  under  your  feet. 
Another  way  is  to  make  a  sleeping-bag  by  folding  the 
blanket  lengthwise  and  pinning  the  side  and  bottom  with 
big  blanket  safety-pins,  then  crawl  inside  for  a  good  nine 
hours’  sleep.  Always  put  a  rubber  poncho  or  oilcloth  or 
paper  on  the  ground  to  prevent  suffering  from  dampness.  A 
thatched  bed  of  pine  or  balsam  is  both  fragrant  and  restful. 
When  sleeping  on  a  canvas  cot  or  bunk,  be  sure  you  have  as  many 
blankets  under  as  over  you.  A  common  mistake  of  campers  is 
the  “piling”  on  of  blankets  to  keep  warm.  Sleep  is  Nature’s 
greatest  restorer,  and  “rough  house”  at  night  should  have  no  place 
in  a  camp. 

Sanitation  must  be  insisted  upon.  Garbage  should  be  buried 
or  burned,  including  tin  cans,  for  there  is  always  a  small  amount 
of  food  remaining  in  the  can  which  will  attract  flies.  Carelessness 
will  cause  disagreeable  as  well  as-  dangerous  results.  Latrines  or 
toilets  should  be  established  far  enough  away  from  the  camp  and 
where  the  drainage  is  safe,  and  yet  within  easy  reach.  Prohibit 
the  pollution  of  the  surface  of  the  ground.  Chloride  of  lime  or  a 
solution  of  Sulpha-Napthol  should  be  used  frequently  about  the 
toilets,  or  the  excreta  covered  over  with  earth.  This  is  the  old 
Mosaic  rule  laid  down  in  Deuteronomy  23:12-14. 

All  food  must  be  protected  from  flies  and  exposure  to  the  heat 
and  sun.  Dishes  and  pots  and  pans  should  be  kept  scrupulously 
clean.  Wood  ashes  or  sand  soap  will  do  the  work  when  aided  by 


Reveille 


CAMP  LIFE  AND  RECREATION 


187 


a  generous  supply  of  muscle.  Cleanliness  first,  last,  and  always, 
should  be  insisted  upon  if  health  is  to  be  conserved.  Have  a  place 
for  everything  and  keep  everything  in  its  place.  Every  camper 
should  be  assigned  a  job  if  the  camp  is  to  be  cheerful  and  happy. 
Shirks  and  drones  always  breed  discontent. 

If  the  department  of  the  boys’  interior  is 
to  be  in  a  state  of  peace  and  not  engaged  in 
rebellion  or  revolution,  it  will  depend  almost 
entirely  upon  the  “eats.”  Stomach  rebellion 
is  caused  by  badly  cooked  food  and  irra¬ 
tionally  balanced  meals.  Make  out  the 
menu  before  starting  for  camp  and  have  each 
meal  carefully  balanced,  so  that  the  proper 
quantity  and  division  of  proteids,  fats,  and 
carbo-hydrates  necessary  for  his  growth  and  health  is  given 
each  boy.  This  is  not  “high-brow”  advice  but  common  sense, 
and  in  the  interest  of  giving  boys  a  physical  square  deal.  Every 
camp  director  should  secure  from  the  U.  S.  Department  of  Agri¬ 
culture  the  Farmers’  Bulletin  No.  142,  “Principles  of  Nutri¬ 
tion  and  Nutritive  Value  of  Food.”  Also  from  the  American 
School  of  Home  Economics,  505  West  69th  Street,  Chicago,  Ill., 
Bulletin  No.  36,  “Food  Values”  (10c)  and  No.  34,  “Five  Cent 
Meals.”  A  very  good  book  is  “Camp  Cookery”  by  Horace 
Kephart. 

It  is  much  better  to  secure  a  professional  cook  if  the  camp  is 
conducted  for  two  weeks  or  longer.  For  overnight  hikes  or 
week-end  camps,  meals  can  be  prepared  by  the  boys. 

Discipline,  tempered  with  friendliness,  is  the  medium  through 
which  every  camper  is  assured  of  a  square  deal.  Justice  is  a 
quality  easily  recognized  by  a  boy  in  a  Leader.  Have  no  favor¬ 
ites.  Encourage  boys  to  measure  up  to  their  best.  Make  it  hard 
to  do  wrong  and  easy  to  do  right.  Self-discipline  and  self-govern¬ 
ment  must  have  paternal  oversight,  if  the  benefits  of  democracy 
are  to  be  safeguarded  from  the  intoxication  of  full  freedom.  Hear 
both  sides  of  every  question  and  of  wrongdoing  before  taking 
decisive  action.  A  boy  when  asked  why  he  liked  his  Leader 
replied,  “Because  he  makes  me  do  things.”  He  admired  this  kind 
of  service-inspiring  leadership. 


1 88 


HANDBOOK  FOR  COMRADES 


A  camp  will  best  fulfil  its  purpose  when  there  is  a  definitely 
planned  daily  program,  something  like  the  following  “order  of 
the  day”: 

A.  M. 

6:30  Reveille, 

Flag  raising 

6:40  Setting  up  or  pajama  drill 
6:50  Dip  (5  minutes) 

7:15  Breakfast,  followed  by  the  an¬ 
nouncements  and  prayers 
Morning  devoted  to  camp  duties, 
games,  instruction,  etc. 

1 1  :oo  Swimming  period 
11:45  Inspection 
12:00  Dinner 

P.  M. 

1:00  “Siesta” 

2:00  Games  and  afternoon  sports 
5  -.45  Colors  or  lowering  the  flag 
6:00  Supper 

Evening  given  over  to  a  camp  fire, 
entertainments,  story  telling,  etc. 

9:00  Taps.  A  good  nine-hour  sleep 

A  well  ordered  day  usually  means  a  happy  day. 

“What  shall  we  take?”  Well,  that  depends  upon  the  initiative, 
resourcefulness,  and  grit  of  each  camper.  The  usual  tendency 
is  toward  taking  too  many  unnecessary  things. 
The  list  of  cooking  utensils  should  include  a 
good-sized  frying  pan,  a  good  griddle  for  making 
“pancakes,”  a  small-sized  washboiler  for  hot  water 
and  in  which  to  cook  soup,  two  round  boilers  for 
cocoa  and  vegetables,  two  water  pails,  a  dipper, 
two  big  stirring  spoons,  one  long-handled  fork, 
two  pancake  turners,  a  good  can  opener  and 
cork  screw,  one  bread  knife  and  a  good  carving 
knife,  one  big  dish  pan,  one  eight-quart  milk  can,  two  paring 
knives,  two  dish  towels,  four  drying  towels,  salt  and  pepper 
shakers,  white  enamel  (Swedish  make)  plates,  cups,  saucers, 


CAMP  LIFE  AND  RECREATION 


189 


serving  dishes,  butter  dish,  cheap  knives,  forks  (four  pronged), 
spoons.  Do  not  forget  safety  matches.  Individual  taste  and  needs 
will  determine  what  else  to  add  to  this  list. 

The  personal  outfit  should  consist  of  a  strong  khaki  suit  like 
the  Boy  Scout  suit  with  an  extra  pair  of  “shorts,”  a  change  of 
underwear,  flannel  shirts,  extra  stockings,  sweater,  poncho,  two 
army  weight  blankets,  bathing  suit,  comb  and  brush,  tooth  brush 
and  powder,  soap  in  aluminum  box,  pencil,  paper,  envelopes, 
stamps,  needles  and  thread,  pins  including  safety  pins,  handker¬ 
chiefs,  pocket  knife,  Bible,  and  a  good  disposition. 

Take  enough  time  each  day  for  the  development  of  the  soul 
or  spiritual  life.  Nature  is  devout  and  under  such  environment 
boys  readily  respond  to  the  appeal  as  well  as  the  challenge  of  the 
Christian  life.  Twenty  minutes  after  breakfast  or  supper  spent  . 
in  discussing  personal  problems,  Christian  standards,  and  meth¬ 
ods  of  service  are  golden  minutes  in  man-making.  Two  booklets, 
“Bible  Studies  for  Boys’  Camp”  and  “Five  Minutes  a  Day” 
(Association  Press)  will  be  found  full  of  suggestions  for  discus¬ 
sion.  “Some  Outdoor  Prayers,”  by  George  A.  Miller  is  a  little 
book,  but  big  with  helpful  thoughts. 

A  book  like  “Camp  and  Outing  Activities”  by  Cheley  and 
Baker,  published  by  Association  Press,  will  be  found  of  value  in 
planning  the  “doings”  of  the  camp.  “Camping  for  Boys”  is 
another  book  which  camp  leaders  have  found  suggestive  and 
helpful.  Best  of  all,  however,  is  to  make  a  scrapbook  of  your 
own.  In  this  paste  all  articles  found  in  magazines,  newspapers, 
and  books  on  the  subject  of  camping,  arranging  them  in  topical 
order  so  that  in  planning  for  a  meal  you  will  be  able  to  turn  to  the 
pages  on  “Food”  and  find  the  thing  desired.  Other  topics  such 
as  “Games,”  “Stunts,”  “Swimming,”  “Nature  Study,”  and  “Sani¬ 
tation”  will  suggest  valuable  camping  hints. 

No  method  of  bringing  boys  close  to  their  Leader  has  yet 
been  devised  equal  to  camping.  There  is  a  kind  of  “togetherness” 
in  living  in  the  open  that  is  not  obtainable  in  man-made  houses. 
A  week  or  week-end  spent  by  Leader  and  boys  in  this  fashion  will 
cement  friendships,  open  up  confidences,  reveal  spiritual  longings, 
and  make  virile  character.  For,  after  all,  the  real  objective  of 
camping  is  to  bring  God,  through  His  wonderful  works  in  a  very 
real  way  and  in  a  natural  manner  to  the  boy.  Virile  Christian 


HANDBOOK  FOR  COMRADES 


190 

character  is  made  through  the  camping  process  in  a  way  known 
only  to  those  who  have  tried  it  out. 

Note 

For  more  extensive  treatment  of  this  material,  see  books  listed 
on  page  318. 


SECTION  2 

Kinds  of  Fire  and  Their  Uses 

One  of  the  important  things  about  camping  is  a  campfire. 
There  are  two  kinds  of  campfires,  the  “warming  up”  fire,  and  the 
“cooking”  fire.  Of  course  there  are  others,  such  as  the  “smudge” 
to  drive  away  mosquitoes,  and  the  “friendship” — the  kind  you 
just  like  to  sit  around  and  talk  or  silently  watch  the  flames  shape 
themselves  into  fantastic  forms.  The  most  useful  since  man  dis¬ 
covered  fire  is  the  cooking  fire — flames  for  the  pot  and  coal  for 
the  pan. 

Select  a  sheltered  and  safe  place  to  build  your  cooking  fire, 
where  no  wind  can  blow  it  out  or  into  the  surrounding  dry  brush, 
ascertain  the  direction  of  the  wind,  and  then  build  your  fire  so 
that  the  smoke  will  not  blow  into  your  face  when  you  are  doing 
the  cooking.  Next  in  importance  is  the  wood.  Certain  kinds  of 
wood,  such  as  hickory,  oak,  beech,  birch,  hard  maple,  ash,  elm, 
locust,  longleaf  pine,  and  cherry,  have  fairly  high  heat  values, 
and  laboratory  tests  show  that  one  cord  of  seasoned  wood  of  these 
species  is  equal  to  one  ton  of  good  coal.  Short  leaf  maple,  hem¬ 
lock,  sycamore,  cedar,  poplar,  Norway  pine,  cypress,  basswood, 
spruce,  and  white  pine,  have  a  comparatively  low  heat  value. 
These  woods  ignite  readily  and  give  out  a  quick  hot  flame,  but 
one  that  soon  dies  down.  The  principal  disadvantage  of  the 
resinous  pines  is  their  oily  black  smoke. 

The  woodsmen  of  British  Columbia  have  a  wood-chopping 
trick  that  keeps  nicks  out  of  the  axe  blade.  When  chopping  the 
wood,  instead  of  laying  it  on  a  block  or  on  the  ground  where  you 
have  a  chance  to  miss  and  put  a  nice  nick  in  your  axe,  just  stand 
it  on  end,  holding  it  with  the  left  hand  at  a  convenient  angle  and 
strike  a  glancing  blow  into  it,  turning  the  branch  till  you  have 


CAMP  LIFE  AND  RECREATION 


191 

gone  all  the  way  round.  It  will  then  break  with  a  blow  from  the 
head  of  the  axe  and  you  have  a  nice  feathery  end  to  catch  fire 
easily  (Fig.  1). 

Woodcraft  boys  make  what  are  called  “fuzz-sticks”  or  “fire¬ 
lighters,”  by  taking  a  dry,  resinous  stick  about  an  inch  thick  and 
shaving  it  with  a  good  sharp  jackknife  into  thin  slivers,  which 
remain  on  the  stick  (Fig.  2).  Three  or  four  of  the  “fuzz-sticks” 
will  insure  the  starting  of  a  fire. 

Gather  dry  twigs  and  dead  branches  and  plenty  of  birch  tinder. 
When  the  wood  has  been  gathered  and  prepared,  you  are  ready 
to  begin  building  the  fire.  Time  is  saved  by  having  everything 
on  hand  and  within  reach.  Haste  always  wastes  time  in  making 
a  cooking  fire. 

The  simplest  and  handiest  all-round  cooking  fire  is  that  made 
of  two  green  logs  laid  parallel  on  the  ground.  Level  off  the  top 
with  an  axe.  Place  them  a  few  inches  apart,  so  that  a  frying  pan 
or  coffee  pot  can  rest  upon  both.  Between  the  logs  scrape  a 
trench  about  six  inches  deep  (Fig.  3).  In  placing  the  wood 
in  the  trench,  pile  it  in  such  a  way  that  allows  plenty  of  air 
space.  Place  several  “fuzz-sticks”  first,  then  dry  twigs,  and  keep 
adding  heavier  wood  as  the  fire  progresses.  When  it  is  blazing 
well,  start  your  water  boiling.  For  broiling,  or  frying,  or  baking, 
scrape  the  hot  ashes  and  live  coals  evenly,  and  you  will  have  a 
wonderful  fire  for  such  purposes.  Never  add 'more  fuel  just 
before  putting  on  your  stuff  to  cook.  Avoid  too  big  a  fire. 
Remember  that  you  do  not  cook  with  flames,  but  with  hot  coals, 
which  give  a  greater  heat  and  one  that  is  steady.  Never  use  soft 
wood  if  you  can  get  hard  wood.  Soft  wood  is  smoky,  covers  the 
food  with  flaky  soot,  and  produces  a  ruffled  temper.  A  windbreak 
or  fender  will  add  to  the  convenience  during  chilly  or  windy 
-weather  (Fig.  4). 

A  simple  camp-fire  crane  that  may  be  used  in  connection  with 
any  kind  of  an  open  fire  is  shown  in  Fig.  5.  Cut  sapling  of 
hard  wood  about  three  inches  in  thickness.  Drive  sapling 
firmly  into  ground. 

A  common  method  of  building  a  cooking  fire  is  to  take  flat 
stones  and  put  them  together  in  a  sort  of  fireplace.  Grates  may 
also  be  purchased  for  outdoor  cooking.  Toasted  bread  just 
reaches  the  right  spot.  A  useful  toaster  can  be  made  from  flexible 


192 


HANDBOOK  FOR  COMRADES 


Fig.  3 


Fig.  4 


Fig.  5 


Fig.  7 


CAMP  LIFE  AND  RECREATION 


193 


withes  bent  and  tied  in  the  shape  shown  in  Fig.  6.  Bread 
will  toast  better  when  placed  before  glowing  embers.  Turn  the 
bread  frequently. 

“Friendship”  camp  fires  are  usually  built  so  big  that  you  cannot 
get  near  enough  to  enjoy  the  friendship  of  the  fire.  To  waste 
wood  is  just  as  unpatriotic  as  to  waste  food.  A  comfortable, 
sociable,  and  economical  camp  fire  is  the  one  used  at  the  Council 
Circle  of  the  Woodcraft  League.  It  is  built  square  and  about 
two  and  one  half  feet  high,  the  bottom  stick  about  three  feet 
long;  the  rest  shorter  and  smaller.  Fuzz-sticks,  chips,  and  small 
wood  to  light  it  can  be  put  either  under  or  on  top  of  the  second 
layer.  It  should  be  drawn  in  toward  the  top,  so  as  to  burn  with¬ 
out  falling  apart.  Use  dry,  seasoned  wood  so  that  a  bright  blaze 
is  secured  and  maintained  (Fig.  7). 

Making  Fire  without  Matches  1 

There  are  three  distinct  ways  of  building  a  fire  without 
matches.  The  simplest,  but  most  difficult,  is  by  the  rubbing  of 
two  sticks  or  hand  drills  together;  the  second,  by  use  of  a  bow 
drill,  which  is  an  improvement  over  the  first,  in  that  it  gives  a 
more  rapid  movement  and  increases  the  friction;  and,  third,  by 
the  use  of  flint  and  steel.  Every  good  camper  should  be  able  to 
accomplish  all  three,  and  by  all  odds  the  last  two. 


Fig.  8  is  a  good  illustration  of  the  simplest  sort  of  fire  drill,  one 
used  by  the  Indians  of  Washington  and  the  Northwest.  Follow¬ 
ing  is  a  description  of  the  set,  quoted  by  special  permission  from 
the  Smithsonian  Report,  “Firemaking  Apparatus  in  the  United 
States  National  Museum,”  by  Dr.  Walter  Hough: 

“It  consists  of  a  hearth,  two  drills,  and  a  slow  match.  The 
hearth  is  a  rounded  piece  of  cedar  wood ;  opposite  the  fire-holes 

1  Reprinted  by  permission  from  “Camp  and  Outing  Activities,”  by  F.  H.  Cheley 
and  G.  Cornelius  Baker,  copyright,  1915,  by  the  International  Committee  of  Young 
Men’s  Christian  Associations. 


194 


HANDBOOK  FOR  COMRADES 


it  is  dressed  flat,  so  as  to  rest  firmly  on  the  ground.  There  are 
three  fire-holes  with  wide  notches.  The  drills  taper  to  each  end, 
that  is,  are  larger  in  the  middle  (Fig.  8).  The  powder,  a  fine 
brown  dust,  collects  at  the  junction  of  the  slot  and  fire-hole, 
where  they  form  a  lip,  and  there  readily  ignites.  This  side  of  the 
hearth  is  semi-decayed.  No  doubt  the  slots  were  cut  in  that  side 
for  the  purpose  of  utilizing  this  quality.  The  drills  are  bulged 
toward  the  middle,  thereby  rendering  it  possible  to  give  great 
pressure  and  at  the  same  time  rapid  rotation  without  allowing 
the  hands  to  slip  down  too  rapidly,  a  fault  in  many  fire  drills. 
The  slow-match  is  of  frayed  cedar  bark,  about  a  yard  long,  folded 
squarely  together,  and  used  section  by  section.  Mr.  Willoughby 
says : 

“‘The  stick  with  three  cavities  was  placed  upon  the  ground, 
the  Indian  kneeling  and  placing  a  knee  upon  each  end.  He 
placed  one  end  of  the  smaller  stick  in  one  of  the  cavities,  and, 
holding  the  other  end  between  the  palms  of  his  hands,  kept  up  a 
rapid,  half-rotary  motion,  causing  an  amount  of  friction  sufficient 
to  produce  fire.  With  this  he  lighted  the  end  of  the  braided  slow- 
match  of  cedar  bark.  This  was  often  carried  for  weeks  thus 
ignited  and  held  carefully  beneath  the  blanket  to  protect  it  from 
wind  and  rain/ 

“Fire  is  easily  produced  with  this  set.  It  takes  but  a  slight 
effort  to  cause  a  wreath  of  aromatic  smoke  to  curl  up,  and  the 
friction  easily  grinds  off  a  dark  powder,  which  collects  between 
the  edges  of  the  slot.  When  this  ignites  it  drops  down  the  slot 
in  a  little  pellet,  and  falls  upon  the  tinder  placed  below  to  receive 
it.  Both  drill  and  hearth  are  eighteen  inches  long.” 

Fig.  9  shows  a  second  set,  reproduced  from  the  same  book, 
and  shows  the  method  the  Indians  used  to  keep  the  precious 


Fig.  o 


Fig.  io 


CAMP  LIFE  AND  RECREATION 


195 

hearth  dry.  The  entire  length  is  carefully  wrapped  with  a  strip 
of  taut  buckskin. 

Fig.  10,  also  from  Dr.  Hough’s  report  on  “Firemaking  Apparatus 
in  the  United  States  National  Museum,”  shows  an  interesting 
feature.  The  handle  by  which  the  hearth  is  fastened  to  the 
Indian’s  belt  also  shows  the  spliced  drill,  the  hardwood  point 
spliced  into  a  favorite  or  especially  desirable  handle. 

Probably  when  the  simple  hand  drill  was  used,  the  grinding  of 
the  powder  was  facilitated  by  adding  a  small  pinch  of  fine  sand 
to  the  bowl  of  the  hearth. 

The  next  method  is  that  of  intensifying  the  friction  by  means 
of  using  the  bow  drill.  This  is  the  more  common  method,  and  is 
found  in  general  use,  from  the  Indians  of  Alaska — who  use  bone 
instruments,  except  the  hearth,  which  is  usually  white  pine — to 
the  Indians  of  South  America.  The  principal  law,  however,  is 
the  same  in  all;  only  the  material  used  changes  with  the  locality. 
See  Fig.  11. 


Fig.  II 


Ernest  Thompson  Seton,  the  master  of  woodcraft,  declares 
that  the  best  results  are  obtainable  by  having  the  hearth  and  the 
drill  of  the  same  material.  But  others  are  not  so  agreed.  There 
is  one  thing  certain,  however:  the  wood  used  must  not  be  too 
hard  nor  too  soft,  but  hard  enough  to  make  very  fine  brown 
grindings,  and  soft  enough  to  make  a  sufficient  quantity  to  hold 
the  spark.  The  tinder  and  carefully  prepared  pile  of  slivers  should 
be  ready  before  the  drill  is  set  going. 


196 


HANDBOOK  FOR  COMRADES 


No  matter  how  carefully  the  process  is  described,  you  will 
never  be  able  to  make  a  fire  without  practice  and  personal  experi¬ 
mentation.  Study  the  cuts  here  reproduced,  then  adapt  what 
you  have  to  the  principle.  You  are  sure  to  succeed  if  persist¬ 
ent. 

Third  method,  building  fire  with  a  flint  and  steel.  Note  care¬ 
fully  the  implements  in  Fig.  12.  To  be  successful  you  will  need  a 
select  piece  of  absolutely  dry  punk  wood,  the  longer  the  fibers 
the  better,  a  piece  of  hard  steel  fashioned  so  as  to  get  a  good 


Fig.  12 


striking  surface  without  injury  to  the  hand  (a  large,  stout  jack¬ 
knife  can  be  made  to  work  well),  a  selected  piece  of  flint — it  will 
take  much  experimenting  to  find  just  the  right  piece,  but  when 
found  you  have  a  prize.  A  small  tin  can  may  be  used  for  a  tinder 
horn,  but  the  tip  end  of  a  cow’s  horn  is  better  and  safer.  Prepare 
the  tinder,  place  it  in  the  horn,  then  dash  the  sparks  into  it. 
When  a  tiny  bit  of  smoke  rises,  blow  carefully  into  a  flame  and 
apply  the  burning  tinder  to  the  twigs  previously  arranged  for  the 


I 


CAMP  LIFE  AND  RECREATION  197 

fire.  Any  boy  can  become  expert  in  this  little  trick  with  per¬ 
sistent  effort.  If  not  successful,  ask  some  neighboring  old-timer 
to  come  in  and  aid  you  until  you  see  how  it  is  done. 


SECTION  3 
The  Sheltering  Lean-To 

The  most  common  of  all  shelters  is  the  lean-to.  It  is  easily 
constructed  and  when  properly  thatched  is  quite  rainproof.  By 
studying  Fig.  13  any  group  of  boys  can  erect  a  shelter  that 
will  be  a  protection  and  a  rendezvous  for  many  pleasant  occa- 


Fig.  13 


sions.  Select  two  trees,  from  six  to  ten  feet  apart,  with  branches 
about  six  feet  from  the  ground.  If  the  party  is  going  to  remain 
for  several  nights  or  if  the  place  is  to  be  a  weekly  meeting  spot,  a 
double  shelter  as  shown  in  Fig.  14  should  be  erected.  This  will 
accommodate  a  good  sized  group  and  with  a  “friendship  fire”  in 
the  center  will  gratify  the  desire  for  outdoor  life  of  real  boys. 

A  lean-to  is  a  warm,  comfortable  place  when  there  is  a  fire 
burning  in  front.  Its  action  is  like  that  of  a  reflecting  baker  of 
camp  cookery  fame;  it  collects  all  the  straying  heat  rays  that 
come  its  way  and  reflects  them  upon  the  forms  of  the  sleepers 
under  its  sheltering  roof. 

The  roofing  material  will  depend  largely  upon  the  locality. 
The  best  materials  are  balsam,  hemlock,  spruce,  and  white  pine. 
If  none  of  these  are  available,  the  branches  of  the  maples,  the 


198 


HANDBOOK  FOR  COMRADES 


oaks,  the  chestnuts,  and  the  birches  may  be  used.  Use  the  largest 
leaves.  When  using  the  foliage  of  these  trees,  the  roofing  should 
be  put  on  much  thicker  than  when  evergreens  are  used.  When 
thatching,  start  at  the  bottom  and  work  up.  Waste  of  wood  in 
America  is  becoming  a  serious  matter  and  shelters  or  lean-tos 
should  be  erected  only  as  a  necessity.  Hacking  of  trees,  skinning 
the  bark  from  the  birches,  and  cutting  young  saplings  with  no 


Fig.  14 


other  purpose  than  that  of  mutilation,  is  committing  a  crime 
against  nature. 

For  a  permanent  camp  a  building  erected  after  the  model  of 
the  lean-to  will  enable  a  group  of  boys  to  meet  summer  and 
winter,  especially  if  a  stone  fireplace  is  built  in  front  where  the 
log  fire  will  give  cheer  to  the  occasion.  Fig.  15  shows  a  sketch  of 
such  a  lean-to  built  by  the  people  of  Whitinsville,  Mass.,  for  just 
such  gatherings  of  boys  and  girls. 


SECTION  4 
What  and  How  to  Cook 

A  meal  cooked  over  an  open  fire  in  the  great  out  of  doors  has 
a  flavor  no  chef  has  yet  been  able  to  produce.  When  on  a  hike 


CAMP  LIFE  AND  RECREATION 


199 


or  a  week-end  camping  trip,  avoid  the  “shoe-box-picnic-lunch.” 
Take  only  the  uncooked  food  with  you,  including,  however,  good 
home-baked  bread.  While  “Bread  Twist”  and  “Darn  Good”  and 
other  cooked-before-the-fire  breads  are  interesting  experiments, 
they  are  somewhat  severe  on  the  organs  of  digestion. 


Fig.  15 


When  you  arrive  at  the  camping  ground,  divide  your  boys  into 
groups  and  assign  them  work,  such  as  wood  gathering,  water 
carrying,  and  fire  building.  This  gives  every  boy  a  share  in 
making  camp. 

Be  careful  in  your  selection  of  food.  It  must  be  varied,  nutri¬ 
tious,  and  rich  in  energy  values.  Many  campers  suffer  from 
malnutrition,  not  because  of  a  lack  of  food  but  because  of  im¬ 
properly  balanced  meals.  Avoid  everything  that  is  constipating. 
The  rations  in  the  following  list  afford  a  variety  of  menus  and  are 
calculated  to  satisfy  the  palate  of  a  growing  boy  as  well  as  his 
physical  needs:  Bacon,  baked  beans,  dried  or  chipped  beef,  pota¬ 
toes,  cocoa,  coffee  (for  adults),  prepared  flour,  rolled  oats,  onions, 
butter,  salt,  pepper,  sugar,  canned  salmon,  cornmeal,  spaghetti, 
evaporated  milk,  rice,  cheese,  prunes.  To  this  list  may  be  added, 
canned  goods  such  as  soups,  vegetables,  and  meats.  Buy  eggs 
and  milk  from  nearby  farmers. 


200 


HANDBOOK  FOR  COMRADES 


Wrap  all  articles  of  food  separately  in  waxed  paper.  Bread 
should  be  wrapped  in  a  moist  cloth  to  prevent  drying  up.  Pack 
butter  in  a  small  jar.  Buy  bacon  unsliced.  You  will  need  the 
bacon  rind  to  grease  the  griddle. 

“Flapjack  Fantasies” 

In  making  “flapjacks”  use  prepared  flour  (Aunt  Jemima,  Teco, 
Reliable,  Heckers,  or  other  well-known  brand),  as  it  is  more  reli¬ 
able  than  batter  mixed  from  ordinary  flour  and  you  are  always 
sure  of  the  result.  Grease  the  griddle  when  hot  with  the  bacon 
rind,  held  on  a  fork  and  moved  about  over  the  surface  of  the 
griddle,  each  time  just  before  the  batter  is  poured.  The  idea  of 
the  grease  is  simply  to  keep  the  “jacks”  from  sticking  to  the 
griddle;  when  more  than  sufficient  grease  for  that  purpose  is  used 
the  “jacks”  absorb  it  and  are  heavy,  greasy,  and  indigestible.  To 
“flap”  a  “jack”  is  an  achievement  which  comes  from  long  and 
patient  practice. 

Ordinary  Pancakes.  To  each  level 
cup  of  prepared  flour,  add  one  cup  of 
cold  water  and  stir  with  mixing  spoon 
until  the  batter  is  the  consistency  of 
thick  cream.  The  batter  should  run 
from  the  spoon  in  a  continuous  stream 
like  thick  syrup.  Drop  enough  batter  upon  the  surface  of  the 
hot  greased  griddle  to  make  a  cake  of  the  size  desired.  When 
bubbles  appear  in  the  center  you  will  notice  that  it  is  baking 
around  the  edge.  When  bubbles  cover  the  entire  surface  “flap” 
with  knife  or  by  “flopping”  in  the  air.  For  variety,  add  cocoa 
to  the  batter  and  mix.  This  gives  a  delicious  chocolate  flavor. 
If  blueberries  are  available  drop  a  few  on  the  batter  when 
poured  on  the  griddle. 

Corn  Griddle  Cakes.  Two  cupfuls  canned  corn,  one  cupful  pan¬ 
cake  flour,  three  quarters  of  a  cup  of  cold  water.  Beat  together 
the  ingredients  and  fry  as  usual. 

Rice  Cakes.  Mix  cold  boiled  rice  with  an  equal  amount  of 
flour  (not  prepared  flour),  add  salt  and  small  quantity  of  baking 
powder  and  fry  the  same  as  flapjacks. 


CAMP  LIFE  AND  RECREATION 


201 


Fried  Mash.  Prepare  boiled  mush  by  slowly  adding  cornmeal 
to  boiling  water  and  stir  vigorously  for  twenty  or  thirty  minutes 
to  prevent  lumping.  Put  salt  in  the  water  before  adding  the 
cornmeal.  Serve  hot  as  a  breakfast  cereal  with  milk  and  sugar. 
When  cold  it  can  be  cut  in  slices,  rolled  in  flour  and  fried  in  a 
little  grease  until  brown. 

Potatoes 

Boiled  Potatoes.  Wash  the  potatoes  in  cold  water.  Pare  off 
only  a  narrow  strip  around  the  middle  of  each  potato  to  prevent 
it  from  bursting.  Put  in  boiling  salted  water.  When  done  they 
can  be  pierced  with  a  fork.  Pour  the  water  off  and  let  them  steam 
for  a  few  minutes. 

Fried  Potatoes.  Cut  cold  boiled  potatoes  into  medium  thick 
slices.  Put  a  reasonable  amount  of  bacon  fat  in  a  hot  frying  pan, 
drop  the  sliced  potatoes  into  the  hot  grease,  sprinkle  with  salt  and 
pepper,  turn  frequently  with  a  knife  or  cake  turner,  and  when 
golden  brown  serve. 

Baked  Potatoes.  The  potatoes  should  be  buried  in  hot  coals 
and  baked  until  you  can  easily  pierce  them  with  a  fork.  Pass  a 
hard  wood  sliver  through  them  from  end  to  end  when  they  are 
taken  from  the  fire  to  let  the  steam  escape,  or  they  will  be  soggy. 

Eggs 

Boiled.  Raise  water  to  boiling  point.  Place  eggs  in  the  water 
carefully.  Boil  for  three  minutes  if  you  prefer  them  medium  soft. 

Fried.  Put  bacon  fat  in  hot  pan,  when  the  fat  hisses  drop  in 
eggs.  Fry  three  minutes. 

Scrambled.  Break  eggs  and  beat.  Add  teaspoonful  of  milk 
for  each  egg.  Add  salt  and  pepper.  Bacon,  finely  chopped  and 
added  makes  a  very  tasty  dish.  Put  bacon  fat  in  hot  pan,  pour 
in  eggs  and  stir  carefully  until  they  thicken. 

Omelet.  Beat  whites  and  yolks  separately.  Add  to  yolks  salt, 
pepper,  and  a  tablespoonful  of  hot  water  for  each  egg  (hot  water 
makes  a  more  tender  omelet  then  milk).  Put  bacon  fat  in  hot 
pan  and  be  sure  that  the  side  of  the  pan  is  greased  or  the  omelet 
will  stick  when  turned.  Fold  in  the  whites  with  yolks  and  pour 
in  pan.  When  the  mixture  is  cooked  until  evenly  “puffed,”  roll 
it  and  turn. 


202 


HANDBOOK  FOR  COMRADES 


Other  Dishes 

Bacon.  Slice  bacon  thin  and  put  in  heated  pan.  Fry  slowly. 
Keep  the  fat  or  “drippings”  and  use  in  frying  potatoes,  eggs,  fish, 
and  other  things.  Use  sliced  bread  instead  of  a  plate  on  which  to 
put  the  fried  bacon. 

Fish.  Clean  fish  well.  Small  fish  should  be  fried  whole,  with 
the  backbone  severed  to  prevent  curling  up;  large  fish  should  be 
cut  into  pieces  and  ribs  cut  loose  from  backbone  so  as  to  lie  flat 
in  pan.  Rub  the  pieces  in  cornmeal.  Fry  in  plenty  of  fat  to  a 
golden  brown,  sprinkle  lightly  with  salt  and  pepper  just  as  the 
color  turns. 

Spaghetti.  To  two  quarts  of  boiling  water  add  one  tablespoon¬ 
ful  of  salt,  then  add  one  cup  of  broken  spaghetti.  Boil  forty  min¬ 
utes  or  until  it  is  soft.  Drain  thoroughly,  add  a  lump  of  butter. 
Serve  with  cheese  or  tomatoes.  Add  beef  capsules  to  make  a 
rich  dressing. 

Oatmeal.  To  four  cups  of  cold  water  put  one  and  one-half 
cups  of  rolled  oats,  one  heaping  teaspoonful  of  salt.  Put  on  slow 
fire  and  let  gradually  come  to  a  boil,  stirring  frequently  to  pre¬ 
vent  burning,  until  desired  thickness. 

Rice.  Put  one  tablespoonful  of  salt  into  two  quarts  of  boiling 
water,  add  slowly  one  cup  of  rice,  so  as  to  not  check  the  boiling 
of  the  water.  Boil  until  soft.  When  stirring  rice,  always  use  a 
fork  to  avoid  breaking  kernels.  Raisins  may  be  added  when  rice 
is  nearly  cooked. 

Prunes.  Wash  and  soak  prunes  in  cold  water  over  night. 
Cook  in  same  water  slowly  until  soft.  When  nearly  done  add 
sugar  to  taste. 

Salmon  on  Toast.  Heat  a  pint  can  of  salmon,  picked  into 
flakes,  season  with  salt  and  pepper,  and  put  into  it  a  teaspoonful 
of  butter.  Stir  in  one  egg,  beaten  light,  with  three  tablespoonfuls 
evaporated  milk  not  thinned.  Pour  mixture  on  toasted  bread. 

Cocoa.  Allow  a  teaspoonful  of  cocoa  for  every  cup  of  boiling 
water.  Mix  the  cocoa  with  hot  water  or  hot  milk  to  a  creamy 
paste.  Add  equal  parts  of  boiling  water  or  boiled  jnilk  and  sugar 
to  taste.  Boil  two  or  three  minutes. 

Coffee.  For  every  cup  of  water  allow  a  tablespoonful  of  coffee 
and  one  extra  for  the  pot.  Heat  water  to  boiling  point,  add  coffee, 


CAMP  LIFE  AND  RECREATION 


203 


boil  five  minutes,  settle  with  one-fourth  cup  of  cold  water  and 
serve.  By  putting  the  coffee  in  a  small  muslin  bag  and  dropping 
it  into  the  boiling  water  you  avoid  “grounds”  and  get  clear  coffee. 

Baked  Beans.  Baking  beans  out-of-doors  is  a  very  slow  process 
and  only  practical  when  you  have  plenty  of  time.  It  is  much 
better  to  take  oven-baked  beans  with  you  and  heat  up  before 
serving.  For  the  purpose  of  experimentation  and  experience, 
however,  the  following  directions  for  baking  beans  are  given: 

Wash  one  quart  of  beans,  parboil  until  when  blown  upon  their 
skins  will  burst.  Drain.  Cover  bottom  of  bean  pot  with  beans. 
Place  slices  of  salt  pork  in  center  and  pour  balance  of  beans  on  it. 
Add  one-half  teaspoonful  of  salt,  little  pepper,  two  tablespoonfuls 
of  sugar  or  one-half  cup  of  molasses,  a  little  onion.  Cover  with 
warm  water.  Place  cover  on  pot  and  put  in  oven. 

To  make  a  bean  oven,  dig  hole  in  the  ground,  one  foot  deep 
and  one  foot  wide.  Have  a  fire  burning  for  several  hours,  and 
stones  hot.  Scrape  out  ashes,  coals,  and  stones.  Put  in  pot  of 
prepared  beans,  which  has  had  a  wet  cloth  put  over  the  pot  before 
putting  on  cover.  Pack  and  cover  with  hot  coals  and  stones  and 
cover  with  earth.  Leave  for  eight  or  ten  hours.  If  it  should 
rain,  cover  with  bark. 

Camp  Fire  Broiling 

Toasted  Cheese  Sandwiches.  Cut  a  forked  stick  of  green  wood. 
Make  a  sandwich  of  two  slices  of  bread  with  a  rich  cheese  filling. 
Toast  over  the  hot  coals. 

Broiled  Chops  or  Steak.  Salt  and  pepper  a  chop  or  small  steak. 
Fasten  the  edge  of  the  chop  or  steak  firmly  on  a  two-pronged 
stick  about  three  feet  long.  The  butt  end  stick  into  the  ground 
at  such  a  distance  and  angle  as  will  bring  one  side  of  the  meat  to 
a  broiling  distance  to  the  fire.  Keep  turning  the  chop  or  steak 
until  done.  Serve  with  melted  butter. 

Bacon.  Instead  of  sharpening  the  prongs,  leave  them  blunt 
and  split  them  down  a  little  way  with  a  knife,  then  place  the 
slice  of  bacon  in  the  splits  across  the  fork  of  the  stick.  Placed_in 
this  way,  it  cannot  curl  and  can  be  turned  at  will. 


204 


HANDBOOK  FOR  COMRADES 


SECTION  5 

Hikes  and  Mountain  Climbing 

Three  things  hikers  should  remember:  (i)  don’t  carry  any 
more  dead  weight  than  you  can  help;  (2)  avoid  long  distances; 
(3)  never  walk  over  anything  you  can  walk  around;  and  never 

step  on  anything  you  can  step  over.  It  is 
amusing  to  see  a  boy  start  off  on  a  hike 
with  an  outfit  that  looks  like  the  display 
of  a  sporting  goods  house.  A  hiking 
outfit  must  be  small  and  yet  contain 
enough  to  be  comfortable. 

Dress  in  khaki  or  everyday  pants. 
Wear  heavy  weight  tennis  shirt.  For 
undershirt  wear  the  sleeveless,  buttonless, 
snug-fitting  athletic  jersey.  It  absorbs 
freely,  is  easily  cleaned,  and  will  serve 
as  part  of  a  bathing  suit  if  necessary. 
Avoid  clammy  cotton  wearing  apparel. 
Wool  is  best  for  hiking.  A  coat  sweater 
takes  the  place  of  a  coat. 

Never  use  rubber-soled  tennis  sneaks. 
Sticks  and  stones  will  punch  your  feet. 
Walking  and  climbing  is  hard  on  the  bottom  of  your  feet  and  a 
reasonably  thick  sole  is  a  great  help.  Use  medium  soled,  pliable, 
U.  S.  Army  shoes  (M unsen  last)  and  either  canvas  leggings  or 
puttees.  If  your  feet  “give  out,”  the  hike  is  ended.  Bathing  the 
feet  at  the  streams  along  the  road  will  be  refreshing  if  not  in¬ 
dulged  in  too  frequently. 

Use  medium  thick  woolen  socks  or  stockings.  Wool  absorbs 
the  perspiration  and  prevents  chafing.  They  should  be  a  good 
fit.  A  sock  that  is  too  large  or  too  small  will  cause  trouble. 
Natural  gray  wool  is  preferable  to  dyed  socks. 

Wear  a  soft  hat  (Boy  Scout  style)  and  replace  the  leather 
sweat  band  with  one  of  cloth.  Sweaty  leather  poisons  the  skin, 
causes  itching,  and  does  not  take  hold  on  the  head  as  will  cloth. 

Take  with  you  the  following  list  of  articles:  A  tiny  pocket 
comb,  a  small  cake  of  hard  water  soap,  toothbrush,  extra  socks, 
extra  jersey,  bath  towel,  khaki  handkerchiefs,  tube  of  vaseline, 

t 


% 


CAMP  LIFE  AND  RECREATION 


205 


First  Aid  Kit  (American  Red  Cross  pocket  size),  Boy  Scout 
pocket  knife,  matches  in  small  Colgate  shaving  stick  metal  box 
with  lid  that  screws  on,  pocket  flash  light,  needles,  thread, 
and  pins  in  small  case,  safety 
pins,  small  and  blanket  size,  col¬ 
lapsible  drinking  cup,  combina¬ 
tion  knife,  fork,  and  spoon,  camera 
and  extra  film,  plumbers’  candle. 

A  Stopple  Kook  Kit  will  fur¬ 
nish  all  the  cooking  utensils 
needed  and  weighs  only  two  and', 
one-half  pounds. 

A  three  pound  U.  S.  Army 
blanket  may  be  rolled  inside  of  a  poncho  and  carried  over  the 
shoulder.  The  new  pack-sack  for  Boy  Scouts  is  just  the  thing 
for  the  hiker.  For  those  who  desire  a  tent,  get  a  water-proofed 
“dri-ki,”  8  x  12^2  feet,  which  weighs  about  five  pounds.  When 
set  up  it  has  the  form  of  a  half  pyramid  and  when  taken  down  is 
an  ordinary  flat  tarpaulin.  You  can  roll  it  around  your  blanket 
and  strap  it  around  your  pack. 

Select  your  sleeping  place  before  dark.  Watch  for  prevailing 
winds  and  seek  a  sheltered  spot  and  one  that  is  dry.  Don’t 
sleep  in  damp  blankets,  dry  them  before  the  camp  fire.  A  hot 
stone  wrapped  in  a  shirt  or  sweater  is  a  good  bed  warmer.  A 
pillow  may  be  made  by  shaping  a  mound  of  earth  with  your 
hands  and  covering  it  with  a  coat  or  anything  convenient.  A 
“hip  hole”  is  made  by  digging  a  place  in  the  ground  for  your  hips 
to  fit  in.  You  will  get  a  lot  of  comfort  from  such  a  hole. 

Be  careful  of  your  drinking  water.  It  is  unwise  to  do  any  drink¬ 
ing  during  a  hike.  This  is  an  Army  rule.  Be  careful  of  fires. 
Never  throw  away  a  lighted  match.  Put  it  out.  Never  leave  a 
fire  that  is  not  absolutely  extinguished.  Be  careful  of  blisters, 
cuts,  and  bruises.  Be  careful  of  overeating. 

Good  walkers  always  start  slowly  and  gradually  increase  their 
pace.  Shun  spurts.  Rest  only  for  a  short  period;  otherwise  you 
will  get  stiff.  Entirely  relax  when  resting  by  lying  flat  on  the 
ground.  Walk  off  stiffness. 


206 


HANDBOOK  FOR  COMRADES 


If  a  party  is  taking  a  hike,  walk  in  step  and  sing  or  whistle 
marching  tunes.  Don’t  pass  the  pacemaker;  obey  the  leader. 
This  is  team  work. 

When  climbing  it  is  always  best  to  keep  to  the  ridge.  Never 
run  down  hill,  it  is  tiring. 


•  SECTION  6 
Knots  for  Every  Purpose 

Every  boy  should  know  how  to  make  and  tie  a  knot  properly. 
Notwithstanding  the  fact  that  knotting  is  an  ancient  device, 
used  by  mankind  during  the  early  ages  for  joining  sinews  of 
animals  and  fibers  of  plants,  the  art  of  tying  a  knot  successfully 
was  only  introduced  in  a  serious  manner  to  boys  within  a  com¬ 
paratively  recent  period  of  years.  To  teach  boys  how  to  tie 
knots  that  will  stand  the  strain  of  use  is  the  work  of  a  public 
benefactor.  He  will  receive  showers  of  blessing  from  those  who 
have  experienced  the  unloosing  of  improperly  and  carelessly  tied 
knots  on  bundles,  tent  guys,  or  halyards. 


Overhand  Knot 

The  simplest  knot  is  the  over¬ 
hand.  It  is  the  foundation  of 
many  other  knots. 


The  Square  or  Reef  Knot 

The  commonest  kind  for  join¬ 
ing  the  ends  of  two  ropes.  Used 
in  first-aid  bandaging. 


The  Figure-of-Eight  Knot 

Very  easily  made  and  useful  in 
many  ways. 


Slip  or  Running  Knot 

A  useful  knot  to  tie  the  guy 
ropes  of  a  tent  to  the  pegs. 


CAMP  LIFE  AND  RECREATION 


207 


A  knot  that  cannot  slip  and  is 
always  used  for  slinging  a  man 
for  the  purpose  of  doing  some 
particular  kind  of  work;  the 
worker  sits  in  the  sling.  Used 
also  by  firemen  in  bringing  a 
person  from  a  building. 


Used  in  tying  guy  ropes  of  a 
tent  to  a  cross-pole.  Not  likely 
to  slip.  A  method  of  securing 
a  rope  to  a  spar. 


A  means  of  mooring 
a  small  boat. 


Used  in  fastening 
the  halyards  of  the 
flag  to  cleat  of  the 
flagpole. 


Sometimes  called 
“Builders  Knot,” 
merely  two  half¬ 
hitches.  Used  to 
fasten  one  pole  to 
another  in  fitting 
up  scaffolding. 


208 


HANDBOOK  FOR  COMRADES 


“Figure  Eight  Knot” 

For  attaching  eyed  hooks. 
Used  by  fishermen. 


Sheepshanks 
Used  for  shortening  ropes. 


Becket  Hitch 

For  joining  a  cord 
and  a  rope. 


Blackwall  Hitch 

A  ready  way  of  se¬ 
curing  a  rope  tem¬ 
porarily  to  a  hook. 


Timber  Hitch 

Used  in  securing  a 
piece  of  lumber. 
The  pressure  of  the 
coils,  one  over  the 
other,  holds  the  tim¬ 
ber  securely. 


CHAPTER  XII 


NATURE  HOBBIES  i 


Section  i. 
Section  2.. 
Section  3. 
Section  4. 
Section  5. 


Getting  Acquainted  with  the  Stars 
How  to  Know  the  Birds 
Collection  and  Preservation  of  Insects 
The  Development  of  Plant  Life 
The  Making  of  the  Earth 


SECTION  I 

Getting  Acquainted  with  the  Stars 

Taylor  Statten 

Although  born  and  brought  up  in  the  open  country  where  the 
gaze  of  the  starry  heavens  is  undimmed  by  the  blinding  lights  of 
the  city  streets,  I  never  learned  to  distinguish  one  star  from 
another.  I  was  an  uninterested  member  of  the  great  audience, 
before  which  is  staged  each  evening  the  most  wonderful  of  all 
spectacles.  Some  there  are  who  have  eyes,  but  see  not! 

In  this,  I  was  like  many  another  country  boy.  It  was  not 
until  after  I  had  been  living  in  the  city  for  some  time  and  was 
privileged  to  return  again  to  God’s  great  out-of-doors  that  the 
charm  of  the  sparkling  fires  of  space  was  revealed  to  me. 

Let  me  tell  you  how  it  happened.  We  were  on  a  canoe  trip 
through  Temagami.  One  of  our  party  was  an  accomplished 
watcher  of  the  skies.  Although  an  amateur,  he  had  recently 
made  a  trip  to  Labrador  with  some  professional  astronomers. 


1  Reprinted  by  permission  from  The  Canadian  Standard  Efficiency  Training 
“Manual  for  Trail  Rangers”  and  “Manual  for  Tuxis  Boys,”  copyrighted,  Canada, 
1918,  by  the  Committee  on  Canadian  Standard  Efficiency  Training. 


210  • 


HANDBOOK  FOR  COMRADES 


One  evening,  as  we  sat  on  the  shore  of  an  island  in  Lake  Tema- 
gami,  he  pointed  out  some  of  the  stars  and  constellations  and 
held  us  fascinated  as  he  unfolded  the  mysteries  of  the  worlds 
beyond.  Although  I  soon  forgot  many  of  the  interesting  things 
he  told  us,  my  interest  in  stars  was  rooted  and  each  year  I  have 
been  adding  a  little  to  my  stock  of  star  knowledge. 

Last  summer  while  in  Algonquin  Park  with  a  party  which 
was  organized  as  a  band  of  Woodcraft  Indians,  we  tried  the  tests 
for  the  knowledge  of  stars  and  I  discovered,  much  to  my  sur¬ 
prise,  that  I  could  qualify  for  a  Grand  Coup  and  Star  Wise 
Man’s  Honors  (Woodcraft  League). 

While  visiting  the  various  boys’  camps,  I  have  found  consider¬ 
able  pleasure  in  inspiring  a  few  boys  to  commence  star  gazing. 
I  trust  that  the  interest  planted  that  night  on  Lake  Temagami 
may  bear  much  fruit. 

The  first  thing  I  learned  was  to  locate  the  North  Star.  I  was 
told  that  it  was  the  one  star  in  the  sky  that  apparently  did  not 
move.  Among  other  things  I  learned  on  that  first  trip  which  I 
have  never  forgotten  was  the  fact  that  the  two  stars  at  the  lip 
of  the  Big  Dipper  always  point  towards  the  North  Star  and 
appear  to  revolve  completely  around  it  every  twenty-four  hours. 
We  were  shown  how  to  tell  the  time  by  trying  to  picture  a  big 
clock  in  the  sky  with  twenty-four  hours  marked  on  the  dial 
instead  of  twelve  and  numbering  to  the  left,  rather  than  to  the 
right.  The  pointers  of  the  Dipper  are  the  hour  hand.  We  tried 
it  and  soon  discovered  that  we  could  tell  the  time  with  fair 
accuracy. 

I  have  never  forgotten  the  “Little  Papoose”  on  the  “Old 
Squaw’s”  back.  The  Old  Squaw,  “Mizar,”  is  the  second  last 
star  in  the  handle  of  the  Dipper  and  the  Little  Papoose,  “Alcor,” 
is  just  above  and  apparently  almost  touching  it.  An  Indian  test 
for  good  eyesight  is  to  be  able  to  see  the  Little  Papoose. 

It  would  have  been  difficult  to  forget  the  constellation  that 
looks  like  a  broken-down  “W,”  which  was  supposed  by  the 
ancients  to  be  a  beautiful  lady  sitting  in  a  chair.  I  must  confess 
that  although  I  can  always  see  the  Gibson  Girl  in  the  moon,  I 
have  never  been  able  to  form  any  conception  of  the  appearance 
of  “Miss  Cassiopeia.”  Those  old-timers  must  have  been  gifted 
with  powerful  imaginations.  This  constellation  is  to  be  found 


NATURE  HOBBIES 


21 1 


about  the  same  distance  from  the  North  Star  as  the  Dipper,  but 
always  directly  opposite. 

The  other  constellations  which  are  not  difficult  to  locate  and 
which  are  easily  remembered  are  the  Northern  Crown,  the 
Northern  Cross,  the  Lyre,  the  Eagle,  the  Herdsman,  Job’s 
Coffin,  the  Little  Bear,  Orion,  Pegasus,  and  Hercules.  These, 
with  the  Big  Dipper,  make  a  total  of  thirteen  constellations. 
Although  you  cannot  see  all  at  one  time,  the  majority  of  them 
will  be  visible  any  clear  night,  and  by  keeping  up  your  interest 
during  the  entire  year  you  will  add  a  great  many  more  to 
your  list. 

I  have  found  real  delight  on  a  fine  summer  night  ft: 
in  drifting  out  on  a  northern  lake  in  a  canoe  with  a  J/ 
copy  of  Olcott’s  “A  Field  Book  of  the  Stars”  and  a  (*'* 

small  electric  flashlight.  After  reading  and  studying 
the  charts,  I  would  turn  off  the  light  and  try  to  locate 
the  stars.  I  am  not  given  to  dreaming,  but  as  I 
drifted  away  from  shore  and  all  sounds  of  life  died 
out  upon  the  earth  save  the  occasional  hoot  of  an 
owl  and  the  weird  call  of  a  loon,  I  rejoiced  to  find 
how  friendly  and  companionable  the  stars  became. 

At  times  the  silence  of  the  vast  and  starry  heavens 
almost  filled  me  with  terror.  Its  immensity  seemed 
overwhelming.  As  my  eyes  rested  first  on  one  star 
and  then  another,  and  I  realized  that  each  was  a  sun,  I  tried  to 
picture  the  worlds  that  were  revolving  around  them  and  imagine 
something  of  the  infinite  myriads  of  systems,  each  similar  to  that 
which  our  sun  controls. 

Before  you  were  born  the  ray  of  light  you  see  from  the  North 
Star  had  left  that  orb.  During  the  first  second,  it  traveled 
186,000  miles.  In  a  minute  it  added  11,000,000  miles,  and  so  on 
for  thirty-six  and  one-half  years  it  traveled  at  that  great  speed 
before  it  could  reach  your  eye. 

As  you  gaze  on  the  Milky  Way,  remind  yourself  that  it  is  a 
swarm  of  stars  and  every  star  a  sun;  that  our  sun  is  as  one  of 
the  stars  in  the  Milky  Way;  that  it  takes  the  light  from  our 
sun  only  8  min.  17  sec.  to  reach  the  earth,  but  that  it  would 
take  a  cannon  ball  shot  from  the  sun  to  the  earth  ten  years  to 


»  * 
f\ 


ORION 


\  iv*U 

V' 


1 ;  * ;  - 

1 !  * »  ' 

* 


212 


HANDBOOK  FOR  COMRADES 


strike  us,  and  an  express  train,  traveling  without  a  stop,  about 
200  years. 

Although  there  are  about  7,000  stars  visible  to  the  naked  eye, 
we  see  only  about  3,000  at  one  time.  The  most  powerful  teles¬ 
cope  reveals  more  than  120,000,000  stars.  The  universe  is 
infinite,  space  is  limitless,  with  innumerable  worlds  whose  in¬ 
habitants  in  all  probability  think  of  us  as  we  try  to  think  of 
them.  I  confess  that  I  derive  great  satisfaction  in  meditating 
in  this  way  on  infinity  and  with  Flammarion  I  can  say  that 
“nothing  stimulates  my  faith  in  God  more  than  a  few  hours 
of  the  silence  and  peace  of  a  bewitching  night,  contemplating, 
admiring,  spelling  out  the  words  of  the  great  Book  of  the 
Heavens.” 

Every  boy  should  make  the  following  stars  his  friends: 

1.  Arc-tu-rus.  Situated  in  the  left  knee  of  the  Herdsman 
(Bootes).  It  is  at  its  highest  point  in  the  heavens  on  June  8th. 

2.  Vega  (the  Falling  Bird  or  Harp  Star).  In  the  Lyre  Con¬ 
stellation.  It  is  directly  overhead  on  August  10th. 

3.  Al-tair.  In  the  Eagle  (Aquila)  constellation,  located  in  the 
neck  of  the  Eagle.  It  reaches  its  highest  point  in  the  heavens 
on  September  1st. 


The  Sky  in  Winter 


The  0  to  6  Quarter. 

Line  o  is  overhead  about  November 
22nd.  Line  6  is  overhead  about  Jan¬ 
uary  2  ist. 


The  Sky  in  Spring 


The  6  to  12  Quarter. 

Line  6  is  overhead  about  the  ist  of 
February.  Line  12  is  overhead  about 
May  6th. 


NATURE  HOBBIES 


213 


4.  Deneb  (The  Hen’s  Tail).  To  be  found  at  the  top  of  the 
Northern  Cross  or  the  Tail  of  the  Swan. 

5.  Po-la-ris.  The  North  Pole  Star. 

6.  Mizar.  The  second  last  star  in  the  handle  of  the  Big 
Dipper. 

7.  Alcor.  Located  close  to  Mizar. 

8.  Caph.  The  hand  of  Cassiopeia,  the  Lady  in  the  Chair. 
Caph  is  equidistant  from  the  Pole  Star  and  exactly  opposite 
Megres  in  the  Big  Dipper. 

9.  Gemma.  The  brightest  star  in  the  Northern  Crown. 

10.  Al-bi-rea.  The  base  of  the  Northern  Cross. 

11.  Sadr.  The  center  of  the  Northern  Cross. 

12.  Sir-i-us.  Situated  in  the  mouth  of  the  Great  Dog.  It 
reaches  its  highest  point  in  the  heavens  on  February  nth. 

13.  Rigel.  In  Orion.  The  left  leg  of  the  Giant.  It  reaches 
its  highest  point  in  the  sky  June  20th. 

14.  Pollux.  Located  in  the  head  of  Pollux  in  the  Twins 
(Gemini)  Constellation. 

15.  Castor.  Located  in  the  head  of  Castor  in  the  Twins 
(Gemini)  Constellation.  It  reaches  its  highest  point  in  the 
heavens  February  23rd. 

The  Sky  in  Summer  The  Sky  in  Autumn 


n  .  'CAPRICORN 
^ftmalhaul 


The  12  to  18  Quarter. 

Line  12  is  overhead  on  April  28th. 
Line  18  is  overhead  on  July  28th. 


The  18  to  24  Quarter. 


Line  18  is  overhead  on  August  22nd. 
Line  o  or  24  is  overhead  on  November 
22nd. 


214 


HANDBOOK  FOR  COMRADES 


By  the  aid  of  the  charts  in  Olcott’s  book,  it  will  not  be  diffi¬ 
cult  to  locate  the  following  constellations: 

1.  Ursa  Major  (er-sa  ma-jor).  The  Great  Bear.  This  is  the 
best  known  of  the  constellations.  It  is  familiarly  called  the  Big 
Dipper,  sometimes  known  as  the  Plough. 

2.  Ursa  Minor  (er-sa  mi-nor).  The  Little  Bear.  The  North 
Star  is  in  the  tip  of  the  tail  of  the  Little  Bear  or  the  end  of  the 
handle  of  the  Little  Dipper,  if  you  prefer  to  think  of  this  con¬ 
stellation  as  such.  Each  of  the  four  stars  in  the  bowl  of  the 
Little  Dipper  is  of  a  different  magnitude — the  brightest  one  is  a 
second  magnitude  star  and  the  dimmest  of  the  fifth  magnitude. 

3.  Cassiopeia  (kas-i-o-pe-ya) .  The  Lady  in  the  Chair.  Aline 
drawn  from  the  Big  Dipper,  through  the  North  Star  strikes  Cas¬ 
siopeia.  Cassiopeia  looks  like  a  broken-down  W. 

4.  Taurus  (ta-rus).  The  Bull.  This  constellation  can  be 
easily  located  because  it  contains  the  Pleiades.  There  is  also 
another  V-shaped  group  of  stars  known  as  the  Hyades.  This  is 
a  winter  constellation. 

5.  Orion  (o-ri-on).  The  Great  Hunter.  Orion  is  also  a  winter 
constellation  and  is  generally  admitted  to  be  the  finest  constel¬ 
lation  in  the  heavens.  Orion  was  supposed  to  be  a  great  hunter 
and  when  he  died,  went  to  heaven.  The  three  stars  in  his  belt 
are  called  the  Three  Kings.  Orion  was  worshiped  in  China  and 
was  known  as  the  White  Tiger.  The  Esquimaux  believe  that 
the  three  stars  in  the  belt  are  steps  cut  by  one  of  their  saints  in 
a  snowbank  to  enable  him  to  reach  his  glory. 

6.  Lyra  (li-ra).  The  Lyre.  This  constellation  may  be  easily 
located  because  of  Vega — the  very  bright  star  in  the  zenith 
during  July  and  August.  One  of  the  stars  in  the  Little  Triangle 
is  a  double.  If  you  have  good  eyesight,  you  can  detect  this  with 
the  naked  eye.  Ordinary  opera  glasses  show  the  two  stars  quite 
clearly.  The  small  telescope  in  the  observatory  at  Ottawa 
shows  them  about  a  foot  apart  and,  through  the  larger  telescope, 
you  may  see  another  star  almost  between  them. 

7.  Cygnus  (Sign-nus).  The  Swan  or  the  Northern  Cross.  The 
Northern  Cross  is  not  far  from  the  Lyre  constellation  and  is 
located  in  the  Milky  Way.  The  Cross  is  almost  a  perfect  cru¬ 
cifix. 


NATURE  HOBBIES 


215 


8.  Aquila  (ak-wi-la).  The  Eagle.  In  the  summertime,  about 
half  way  up  the  sky  in  the  Milky  Way,  you  will  find  three  stars 
in  a  line — the  middle  one  being  much  brighter  than  the  other 
two.  The  brightest  star  is  Altair.  This  constellation  resembles 
the  form  of  an  arrow  head. 

9.  Delphinus  (del-fi-nus).  The  Dolphin.  This  is  another 
summer  constellation.  It  is  of  a  diamond-shape  form  and  easily 
recognized.  The  early  Greeks  called  it  the  Sacred  Fish  and  by 
the  Arabs  it  was  known  as  the  Riding  Camel. 

10.  Sagittarius  (sag-i-ta-ri-us).  The  Archer.  During  the 
months  of  July,  August,  and  September  face  the  southern  sky 
and  locate  this  constellation  by  tracing  out  a  Milk  Dipper  and 
a  Bow  and  Arrow. 

11.  Corona  Borealis  (ko-ro-na  bo-re-a-lis).  The  Northern 
Crown.  Not  far  from  the  end  of  the  handle  of  the  Dipper  may 
be  found  a  circle  of  stars  or  almost  a  circle,  for  it  is  not  com¬ 
plete. 

12.  Hercules  (her-ku-lez).  The  Kneeler.  This  constellation 
is  immediately  to  the  right  of  the  Northern  Crown  and  occupies 
the  part  of  the  heavens  towards  which  the  sun  is  bearing  the 
earth  and  the  planets  of  our  system  at  the  rate  of  43,500  miles 
an  hour. 

13.  Bootes  (bo-o-tez).  The  Herdsman.  First  locate  Arctu- 
rus,  below  and  to  the  right  of  the  Northern  Crown.  This  brilliant 
star  forms  the  lower  end  of  this  kite-shaped  constellation  which 
can  be  easily  traced  out  by  following  the  chart.  Arcturus  is 
1,000  times  the  size  of  our  sun  and  is  mentioned  in  the  book  of 
Job.  It  is  often  called  the  star  of  Job. 

14.  Pegasus  (peg-a-sus).  The  Winged  Horse.  Pioneers 
should  be  able  to  locate  this  constellation.  It  is  known  as  the 
Great  Square.  It  is  found  by  drawing  a  line  from  the  North 
Star  to  Cassiopeia  and  doubling  the  distance. 

There  are  many  fine  books  about  the  stars  that  are  written 
for  beginners.  Among  the  best  are: 

“A  Field  Book  of  the  Stars,”  by  Wm.  Tyler  Olcott  (G.  P.  Put¬ 
nam  &  Sons). 


216 


HANDBOOK  FOR  COMRADES 


“Astronomy  for  Amateurs,”  by  Camille  Flammarion  (D.  Apple- 
ton  &  Co.). 

“A  Book  of  the  Stars,”  by  R.  F.  Collins  (D.  Appleton  &  Co.). 
“Around  the  Year  with  the  Stars,”  by  Garrett  P.  Serviss  (Har¬ 
pers). 


SECTION  2 


How  to  Know  the  Birds 
W.  E.  Saunders 

Ornithologist,  London,  Ont. 

Bird  life  is  attractive  to  every  boy  and  no  other  hobby  is  more 
beneficial  in  its  results.  Even  if  it  is  followed  casually,  so  that 
the  total  number  of  one’s  bird  acquaintances  amounts  to  perhaps 

twenty,  zest  and  interest  are  added  to 
every  walk  in  country  or  city  and  one  is 
constantly  renewing  acquaintances  with 
his  feathered  friends;  and  if,  on  the  other 
hand,  the  hobby  is  pursued  with  enthusi¬ 
asm,  interest  grows  with  the  pursuit. 

We  all  know  that  the  bird  is  an  animal 
that  wears  feathers,  flies  in  the  air, 
builds  nests,  and  lays  eggs,  but  have  you 
tried  to  learn  anything  of  the  details  of 
the  life  of  these  interesting  creatures? 
Do  you  know  what  birds  prefer  to  fly, 
what  birds  prefer  to  walk,  what  birds 
prefer  to  swim?  Do  you  know  which 
birds  fasten  their  nests  to  frail  twigs, 
which  ones  use  larger  limbs  and  crotches, 
and  which  use  nesting  sites  around  build¬ 
ings  or  holes  in  trees?  What  birds  nest 
on  the  ground,  and  which  in  holes  in  the  ground?  The  number 
of  questions  that  might  be  asked  about  these  and  similar  phases 
of  bird  life  is  great,  but  your  interest  will  be  greater  if  you  try 
to  answer  questions  put  by  yourself,  and  you  will  not  be  able 
to  ask  these  questions  until  you  have  started  to  make  the  ac¬ 
quaintance  of  some  birds. 


NATURE  HOBBIES 


217 


There  are  several  easy  and  practical  meth¬ 
ods  of  getting  acquainted  with  the  birds  at 
short  range,  any  one  of  which  may  be  used 
as  a  start.  The  easiest,  perhaps,  is  the 
providing  of  nesting -places.  Providing 
food  and  drink  is  another  method  which 
leads  to  good  results.  In  the  summer 
time  it  is  difficult  to  provide  appropriate  food  for  most  birds, 
but  greater  numbers  of  them  are  attracted  by  water,  which  may 
be  offered  to  them  in  various  containers,  from  a  simple  pan  laid 
on  the  ground,  to  an  elaborate  stone  or  concrete  basin.  It  is  also 
possible  to  get  an  intimate  acquaintance  with  some  birds  by 
taking  advantage  of  their  nesting  time  to 
approach  and  make  friends,  but  this  is  more 
difficult  and  takes  much  more  time  than  in¬ 
viting  the  birds  to  make  friends  with  you. 

The  great  advantage  of  the  latter  method  is 
that  it  may  be  pursued  at  your  home  and  thus 
the  birds  are  under  constant  observation. 

The  number  of  species  that  can  be  induced 
to  nest  in  places  made  by  human  hands  is 
small.  The  species  most  easily  attracted  is 
doubtless  the  house  wren  (Fig.  7)  whose  bub¬ 
bling  song  and  familiarly  inquisitive  manner 

1  ,  •  ,  ,1  ,1  r  11  Fig- i-  The  Woodpecker  Hole 

make  him  perhaps  the  most  welcome  01  all 
the  summer  sojourners.  Wrens  will  nest  in  almost  any  sort  of 
a  cavity  if  they  happen  to  fancy  it,  but  in  providing  nesting  sites 
for  these  wild  things  it  is  better  to  approach  nature  as  nearly  as 
possible.  Offer  them  a  cavity  nearly  like  the  ones  which  have 
been  used  by  their  kind  for  hundreds  of  years, 
namely,  the  woodpecker  hole.  This  is  not  a 
simple  cylindrical  hole  in  a  piece  of  wood,  but  is 
shaped  as  shown  (Fig.  1). 

The  natural  excavation  is  here  compared  with 
that  made  by  the  best  manufacturers,  but  it  can 
be  pretty  well  duplicated  by  splitting  a  short 
log  and  fastening  the  halves  together  after  the 

hole  is  completed.  Such  houses,  when  placed  Jf  . 

.  r  ....  ,  ,  Fig.  2.  Protecting  the  Bird 

in  favorable  situations,  may  attract  not  only  the  House  from  Cats 


218 


HANDBOOK  FOR  COMRADES 


Fig.  3.  Blue  Jay 


Fig.  4.  Downy  Woodpecker 
Inspecting  the  House 


house  wren  but  the  flicker  (Fig. 
8),  woodpecker  (Fig.  4),  bluebird 
(Fig.  9),  tree  swallow,  crested 
flycatcher,  chickadee  (Fig.  6), 
and  nuthatch,  and  while  the  first 
two  species  do  not  seem  to  be 
much  attracted  by  any  cavity 
except  the  standard  natural  one, 
those  mentioned  later  may  be  in¬ 
duced  to  nest  in  almost  any  sort 
of  a  box. 

It  seems  to  be  more  within  the  reach  of 
the  human  being  to  make  friends  with  these 
hole-nesting  birds  than  with  a  great  many 
others,  and  that  is  a  good  reason  for  en¬ 
deavoring  to  begin  with  birds  of  that  type. 
Once  a  pair  of  birds  is  induced  to  nest  in 
your  garden,  or  around  your  home,  the  inti¬ 
macy  of  your  acquaintance  with  them  is 
limited  only  by  the  amount  of  time  you  can 
spend  with  them. 

Some  other  species  of  birds  may  be  in- 
uced  to  nest  on  shelves  put  up  for  the 
purpose.  These  comprise  the  robin  (Fig.  5), 
phoebe,  barn  swallow,  bronzed  grackle,  but 
the  latter,  with  the  cowbird  and  the  blue  jay 
(Fig.  3),  are  not  good  subjects  for  encourage¬ 
ment.  They  eat  nestlings  and  eggs  and 
it  is  a  usual  occurrence  to  find  that  where 
these  predacious  birds  are  encouraged 
smaller  and  more  useful  birds  diminish. 

A  little  book  by  Samuel  B.  Ladd, 
“How  to  Make  Friends  with  the  Birds,” 
may  be  studied  for  additional  infor¬ 
mation  along  this  line. 


Fig.  5.  Robin  Nesting  on 
the  Bird  Shelf 


Classification 

As  soon  as  you  have  made  the  acquain¬ 
tance  of  even  a  few  kinds  of  birds,  it  is  time 


NATURE  HOBBIES 


219 


to  learn  what  families  they  belong  to, 
for  the  reason  that  the  habits  of  differ¬ 
ent  species  of  a  family  are  more  or  less 
alike.  The  robin,  for  instance,  belong¬ 
ing  to  the  thrush  family,  has  habits 
which  resemble  to  a  considerable  ex¬ 
tent  those  of  the  hermit,  wood,  and 
other  thrushes.  The  habits  of  the 
song  sparrow  bear  a  close  resemblance 
to  those  of  other  sparrows.  The  habits  Fig.  6.  Chickadee 

of  the  warblers  and  fly  catchers  bear 

a  close  relation  to  each  other,  and  as  habits  are  often  a  strong 
clue  to  the  identity  of  a  bird,  a  knowledge  of  their  relationship 
will  be  a  valuable  aid  to  identification. 

Color  is,  of  course,  the  usual  key  with  which  a  bird’s  identity  is 
made  out,  but  habits  are  more  instructive  and  interesting  and 
should  be  studied  as  much  as  possible. 

Bill 

The  most  prominent  point  of  resemblance  in  the  different 
families  of  birds  is  the  bill.  The  bill  is  the  means  of  obtaining 
food  and,  therefore,  it  follows  that  the  bill  must  carry  a  certain 
resemblance.  Such  families  as  woodpeckers,  flycatchers,  and 
sparrows  are  good  examples  of  families  in  which  the  bill  is  a  real 
trademark,  showing  both  occupation  and  relationship. 

Color  Variation 

One  phase  of  bird  life  which 
is  very  attractive  and  interest¬ 
ing  to  the  beginner  is  the 
variation  of  coloring  between 
the  male  and  female  birds. 

These  variations  are  not  con¬ 
fined  to  any  special  families, 
nor  do  they  occur  consistently 
throughout  most,  but  very 
few  families  of  birds  fail  to 
show  such  variations.  Some¬ 
times  the  differences  are  trivial 


220 


HANDBOOK  FOR  COMRADES 


and  often  the  male  and  female  are  so  different  that  one 
would  scarcely  take  them  to  belong  to  the  same  race. 
As  a  general  rule  it  may  be  stated  that  those  species 
which  show  the  most  brilliant  colors  show  the  greatest 
difference  between  the  sexes.  Examples  are  the  oriole, 
tanager,  indigo  bird,  cardinal,  bluebird,  grosbeak,  gold¬ 
finch,  and  others. 

Migrations 

Birds,  like  human  beings,  have  a  home.  It  is  the  place 

Fig.  8.  The  Flicker  ,  ,  A  • 

at  the  Woodpecker  where  they  return  year  alter  year  to  rear  their 

Hole  Bird  House  youngs  The  instinct  for  migration  is  developed  to  a 

wonderful  extent.  Set  a  boy  down  at  Hamilton  and  tell  him  to 

walk  to  Guelph  and  he  must  ask  his  way  many  times,  but  the 

tiny  humming-bird  finds  his  way  from  Lake  Superior  across  the 

Gulf  of  Mexico,  and  returns  with  no  guide  but  that  of  instinct.  This 

sense,  if  it  may  be  so  called,  is  nearly  dormant  in  human  beings. 


Nest  Construction 

One  of  the  most  interesting  depart¬ 
ments  of  bird  study  is  the  investigation 
of  nest  construction.  After  the  young 
birds  have  flown,  the  nest  may  be  taken 
and  carefully  picked  to  pieces,  the  pieces 
laid  together  in  sorted  piles  and  even¬ 
tually  counted.  The  individuality  of 
birds  may  thus  be  studied  and  if  it  should 
be  possible  to  investigate  the  character 
of  two  or  more  nests  made  by  one  bird, 
the  comparison  may  demonstrate  the 
settled  nature  of  the  individual. 

Big  Birds 

Fig.  q.  Bluebird  Every  one  ought  to  feel  that  in  our 

birds,  especially  the  larger  ones,  all  the  people  have  a  common 
interest  and  proprietorship,  and  it  is  the  privilege  of  no  one  to 
kill  wastefully,  or  for  display  of  prowess,  any  bird  which  belongs 
to  the  whole  nation.  The  larger  the  bird,  the  more  widespread 


NATURE  HOBBIES 


221 


is  the  interest  taken  in  it  by  the  general  public,  and  it  must  be 
regretfully  stated  that  the  larger  the  bird,  the  greater  seems  to 
be  the  impulse,  on  the  part  of  a  certain  class  of  sportsmen,  to 
kill  it. 

What  feature  could  add  more  to  the  interests  of  our  water¬ 
ways,  for  example,  than  the  presence  of  numbers  of  fish  hawks, 
herons,  and  eagles?  The  protection  that  they  need  depends 
largely  upon  the  backing  they  receive  from  public  sentiment,  and 
every  right-feeling  boy  will  give  his  influence  to  the  protection 
of  these  birds  that  need  it  so  sorely. 

SECTION  3 

The  Collection  and  Preservation  of  Insects 
»  Arthur  Gibson 

Chief  Assistant  Entomologist,  in  charge  of  Field  Crop  Investigations, 
Department  of  Agriculture,  Ottawa 

There  are  many  boys  who  are  keenly  interested  in  insects  and 
their  habits,  and  there  are,  of  course,  a  great  many  more  who 
have  not  as  yet  experienced  the  pleasure  of 
watching  these  creatures  which  play  so 
important  a  part  in  the  realm  of  nature. 

The  insect  world  is  truly  wonderful  and  a 
greater  number  of  young  people  are  every 
year  becoming  more  interested  in  its  in¬ 
habitants.  * 

The  following  brief  directions  for  the  col¬ 
lection  and  preservation  of  insects  it  is 
hoped  will  assist  those  who  have  an  earnest 
desire  to  retain  specimens  for  future  study. 

The  careless  collection  of  insects  is  not,  of 
course,  advised.  Many  kinds  of  insects  have  a  definite  pur¬ 
pose  in  life  and  their  ruthless  destruction  is  not  recommended 
unless  they  are  kinds  which  are  destructive  to  field  crops,  trees, 
and  other  vegetation. 

Nets  of  various  kinds  may  be  purchased  from  dealers  in  ento¬ 
mological  supplies.  A  good  net  for  general  collecting  purposes 
may  be  made  as  follows:  Take  a  piece  of  cane  38  inches  long 


222 


HANDBOOK  FOR  COMRADES 


and  rather  more  than  one-quarter  inch  thick. 
Bend  this  into  the  shape  of  a  circle  by  dipping 
in  hot  water  and  shave  off  the  ends  to  fit  the 
upper  square  projections  of  a  ferrule.  Any 
tinsmith,  for  a  small  sum,  will  make  one  of 
these  ferrules  (Fig.  i).  For  the  bag  of  the 
net,  green  or  white  leno,  or  even  ordinary  mos¬ 
quito  netting,  is  serviceable.  This  should  be 
first  soaked  in  water  to  remove  the  stiffness. 
When  dry  again  it  can  be  cut  in  shape  similar 

Figures  i  and  2.  The  Net  .  r  ,  ,  ,  1111 

to  rig.  2.  A  piece  ol  strong  cotton  should  be 
doubled  and  both  edges  sewed  to  the  top,  so  as  to  make  a  passage 
for  the  cane  to  slide  through  to  keep  the  net  in  shape.  A  handle 
about  three  feet  long  completes  the  outfit. 


The  Killing  Bottle 

Any  wide-mouthed  bottle  of  convenient  size  will  answer 
Strong  specimen  tubes  or  shell  vials  can  be  had  cheaply  from 
druggists  and  may  be  used  for  the  smaller  butterflies  and  moths 
or  other  insects  of  similar  size.  Beetles  should  be  killed  separ¬ 
ately.  Potassium  cyanide  or  sodium  cyanide  are  the  poisons 
used  for  killing  insects.  Whichever  cyanide  is  used  should  be 
broken  into  small  pieces  and  put  into  the  bottle,  just  sufficient 

nearly  to  cover  the  bottom.  On  the  top  of 
this  should  be  poured  some  liquid  plaster  of 
Paris,  not  more  than  half  an  inch.  Some 
collectors  put  in  a  layer  of  sawdust  between 
the  cyanide  and  the  plaster  of  Paris.  The 
bottle  should  then  be  left  standing  for  a  couple 
of  hours  before  replacing  the  cork.  It  is  then 
ready  for  use.  Insects  placed  in  the  bottle  are 
quickly  killed.  The  deadly  poisonous  nature  of  the  cyanide 
should  be  kept  in  mind,  and  care  exercised  in  handling  it.  The 
bottle  should  be  labelled  “ Poison  ”  Large  moths,  such  as  the 
Emperors  and  Sphingids,  are  killed  quickest  by  oxalic  acid  diluted 
with  water.  If  the  under  side  of  the  thorax  between  the  bases  of 
the  legs  is  pierced  with  a  sharp  pen  dipped  into  this  liquid,  some 
of  the  acid  will  find  its  way  into  the  body  and  cause  almost 


NATURE  HOBBIES 


223 


instant  death.  Preparatory  to  this  a  few  drops  of  chloroform 
may  be  poured  over  the  body  of  the  insect  to  stupefy  it. 


Red  Admiral 


Collecting 

With  a  little  experience  the  collector  will  soon  be  expert  in  the 
use  of  the  net.  It  is  impossible  to  lay  down  any  rules  as  to  where 
to  collect.  Even  butterflies  do  not  all  fly  in 
the  same  places.  Some  kinds  prefer  sunny 
openings  in  woods;  others,  swamps  or  the 
margins  of  streams;  others,  again,  are  found 
along  railroad  tracks.  The  moths  are  to  be 
sought  for  chiefly  at  night.  Many  begin  to 
fly  during  the  early  evening,  and  can  be  caught 
around  flowers  at  that  time.  The  electric 
lights  on  the  outskirts  of  towns  and  cities 
attract  numbers  of  moths,  beetles,  and  other  insects  and  here 
they  can  easily  be  collected.  Beetles  may  be  collected  in  the 
early  part  of  the  season  from  beneath  boards,  flat  stones,  and 
bark  of  old  stumps,  and  later  from  flowers,  tree  trunks,  and  pools. 
A  simple  way  of  collecting  beetles  and  many  other  kinds  of  in¬ 
sects  is  to  hold  in  one  hand  an  inverted  umbrella  beneath  a 
branch,  tapping  the  latter  with  a  stick  held  in  the  other  hand, 
in  order  to  dislodge  any  of  the  insects  which  may  be  on  the  foli¬ 
age.  Dragon  flies  prefer  swampy 
areas,  frequently  streams,  pools, 
and  such  places.  Two-winged 
and  four-winged  flies  are  found 
almost  everywhere  in  fields  and 
woods. 

Mounting 

Special  tin  collecting  boxes 
can  be  bought,  but  an  ordinary 
cigar  box  with  a  strip  of  cork 
glued  to  the  bottom  to  receive 
the  pins  will  answer.  Ento¬ 
mological  pins  are  a  necessity, 
and  these  can  be  purchased  in 


Fig.  3.  The  Mounting  Board 


224 


HANDBOOK  FOR  COMRADES 


various  sizes.  Butterflies,  moths,  dragon-flies,  and  other  large 
insects,  with  the  exception  of  the  larger  beetles,  are  pinned 
through  the  center  of  the  thorax;  the  beetles  are  pinned  through 
the  right  wing  cover  about  one-fourth  the  distance  from  the 
base.  Beetles  and  other  kinds  of  insects  too  small  to  be  pinned 
may  be  preserved  by  mounting  them,  with  thin  LePage’s  glue, 
on  small  points  made  from  thin  white  cardboard  like  that  used 
for  calling  cards.  These  points  should  be  three-eighths  of  an 
inch  in  length  by  one-eighth  of  an  inch  at  the  wide  end.  For 
mounting  butterflies  and  moths,  spreading  boards  are  used 
(Fig.  3).  They  can  be  made  of  any  soft  wood.  As  the  bodies 
vary  in  size  several  spreading  boards  are  necessary.  Boards  12 
inches  long  and  in  width  6^2,  4^,  3F4,  and  1F2  in.  with  body 
space  f i ,  yi,  and  in.  wide  respectively  are  con¬ 

venient  sizes.  Below  the  groove  a  strip  of  cork  should  be  glued 
to  hold  the  pin.  When  mounted,  about  one-fourth  the  length 

of  the  pin  should  show  above  the  specimen. 
The  wings  should  be  arranged  as  shown  in  the 
figure,  the  lower  margins  of  the  front  wings 
forming  as  nearly  as  possible  a  straight  line. 
With  fine  needles  the  wings  can  be  brought 
forward  and  held  in  place  by  strips  of  writing 
paper  or  thin  cardboard.  Specimens  should 
be  kept  on  the  spreading  board  at  least  a 
Yellow  Swallowtail  week  or  ten  days. 

If  it  is  not  convenient  to  mount  the  specimens  immediately 
after  their  capture,  they  may  be  allowed  to  dry  and  later  on 
relaxed  by  putting  them  in  a  receptacle  containing  an  inch  or 
so  of  damp  sand.  A  vegetable  dish  with  a  close-fitting  lid  does 
very  well  for  this.  In  about  twenty-four  hours  the  specimens 
should  be  relaxed  sufficiently  to  spread. 

Preserving  Specimens 

Every  specimen  saved  should  bear  a 
neat  label,  giving  the  locality  where 
collected,  date  of  capture,  and  name 
of  collector.  Such  information  is 
often  of  much  scientific  value.  If  only 


The  Emperor 


NATURE  HOBBIES 


225 


a  small  collection  is  being  made,  mounted  specimens  may  be 
arranged  in  ordinary  cigar  boxes,  or  any  other  kind  of  shallow 
box,  the  bottom  of  which  is  lined  with  cork  to  receive  the  pins. 
It  will  be  'necessary  to  keep  examining  such  boxes  at  short 
intervals,  as  they  are  not,  as  a  rule,  tight-fitting  and  museum 
pests  soon  find  their  way  into  them  and  destroy  the  specimens. 
Standard  insect  cases  of  various  sizes  may,  of  course,  be  bought 
from  dealers.  Some  forms  of  deterrent  to  museum  pests,  such  as 
naphthaline  or  camphor,  should  be  put  in  each  case  or  box.  A 
simple  way  is  to  make  small  bags  of  cheesecloth  and  fill  these 
with  ordinary  flake  naphthaline,  pinning  one  of  the  bags  in  a 
corner  in  each  box.  A  pair  of  entomological  forceps  will  be 
found  very  useful  in  handling  pinned  specimens. 

Rearing  Insects 

The  collection  of  immature  forms  and  keeping  them  under 
observation  is  one  of  the  most  fascinating  phases  of  insect 
study.  The  caterpillars  of  many  of  the  moths  and  butterflies 
are  easily  reared.  Ordinary  jelly  jars  with  tin  lids  make  excellent 
breeding  cages.  Some  earth  should  be  put  in  the  bottom  of 
each  jar,  as  many  caterpillars  pupate  in  the  ground.  Fresh  food 
should  be  fed  every  day  and  care  taken  to  keep,  the  jars  clean 
and  out  of  the  sun.  Unless  the  caterpillars  are  very  small,  only 
one  or  two  should  be  kept  in  a  jar.  If  a  number  of  the  same 
kind  are  being  reared,  larger  jars  will  be  necessary.  In  the  fall 
of  the  year  the  cocoons  of  the  Emperor  Moths  are  often  seen 
attached  to  the  limbs  of  trees.  If  these  are  gathered,  kept  out  of 
doors  during  the  winter,  and  brought  into  the  house  in  May  of 
the  following  year,  a  most  interesting  surprise  will  await  the 
collector. 


226 


HANDBOOK  FOR  COMRADES 


SECTION  4 

The  Development  of  Plant  Life 
J.  W.  Emery,  Ph.D. 

Principal,  Normal  School,  Stratford,  Ont. 

“And  the  earth  brought  forth  grass ,  and  herb  yielding  seed  after  his 
kind ,  and  the  tree  yielding  fruit ,  whose  seed  was  in  itself,  after  his 
kind;  and  God  saw  that  it  was  good.” — Genesis  i  :  12. 

The  earth,  as  most  of  us  see  it,  is  clothed  with  verdure.  Every¬ 
where  we  see  forms  of  plant  life  in  endless  variety,  from  the 
towering  giants  of  the  forest  to  the  meek  flowers  of  the  field  and 
wood.  We  admire  their  beauty,  we  use  them  for  food  or  fuel, 
and  we  are  kept  alive  by  their  ability  to  purify  the  air.  So  ac¬ 
customed  have  we  become  to  the  vegetable  life  about  us  that 
we  may  have  been  led  to  think  that  it  has  existed  unchanged 
from  the  beginning  of  the  world;  but  such  is  not  the  case.  It  is 
true  that  Julius  Caesar  probably  saw  in  Britain  a  vegetation 
differing  but  slightly  from  that  which  George  V.  now  looks  upon; 
but  the  time  separating  these  two  men  is  but  a  moment  compared 
with  the  ages  that  God  has  used  in  bringing  this  earth  to  the 
stage  at  which  we  see  it  today. 

We  know  that  ages  upon  ages  ago  the  earth  cooled  from  a 
fiery,  gaseous  state  to  a  molten  form  and  from  this  to  solid 
rock.  This  rock  is  of  the  hardest  description,  chiefly  granite. 
Land  plants  require  soil,  and  soil  is  made  from  the  breaking 
down  of  rock  by  such  agents  as  frost,  ice,  heat,  and  cold — atmos¬ 
pheric  action,  a  sure  but  exceedingly  slow  process.  The  only 
plants  today  that  can  live  on  bare  rocks  are  the  lichens,  so  we 
must  suppose  that  these  were  among  the  earliest  of  the  land 
plants  and  that  they  were  probably  the  only  plants  for  a  very 
long  period  of  time.  Their  remains  must  have  contributed 
greatly  to  the  formation  of  the  layer  of  soil  so  necessary  to  the 
growth  of  the  higher  plants. 

While  the  earth  was  being  fitted  for  its  crop  of  vegetation,  the 
water  “was  bringing  forth  abundantly.”  It  is  here,  no  doubt, 
that  life  first  appeared,  and  that  in  vegetable  form.  If  you  look 
into  any  stagnant  pond  or  slow-running  stream  you  will  see 
masses  of  green,  slimy-looking  material  floating  about  or  fas- 


NATURE  HOBBIES 


22  7 


tened  to  the  stones  at  the  bottom.  Examination  under  a  micro¬ 
scope  shows  that  this  is  composed  of  beautiful  thread-like 
plants,  and  among  them  may  be  seen  some  that  are  branching; 
others  again  are  of  spherical  shape.  Those — the  so-called 
Algae — are  of  many  species  and  are  the  fresh-water  representa¬ 
tives  of  the  larger  seaweeds  found  in  the  ocean.  We  have  reason 
to  believe  that  these  seaweeds  occurred  long  before  any  of  the 
land  plants. 

It  may  be  asked  how  we  can  speak  so  confidently  about  what 
grew  in  those  ages  long  before  history  was  written,  before  man 
had  yet  appeared  on  earth.  We  have  learned  that  the  first  rock 
formed  came  from  the  solidified  molten  mass;  it  was  granite. 
After  this  had  cooled  sufficiently,  water  was  condensed  upon  it. 
Imagine  the  water  in  the  forms  of  raindrops,  streams,  and 
waves,  aided  by  the  atmosphere  and  the  heat  and  cold,  acting 
through  immense  periods  of  time  till  great  layers  of  fine  sedi¬ 
ment  were  spread  on  the  sea  floor  and  compressed  into  solid 
rock.  Imagine  the  seaweeds  and  dead  shell  fish  getting  mixed 
up  in  this  material.  Imagine  the  new  rock  being  elevated  till  it 
stood  uncovered  by  the  sea.  We  now  have  a  new  kind  of  rock 
forming  the  earth’s  surface,  stratified  or  sedimentary  rock.  On 
breaking  this  we  find  the  petrified  remains  of  the  life  that  was 
buried  in  it — fossil  plants  and  animals.  In  these  stratified  rocks 
we  have  preserved  for  us  a  record  of  the  life  that  has  existed  on 
the  earth,  somewhat  disconnected,  it  is  true,  but  becoming  more 
and  more  complete  as  new  links  are  discovered  and  the  “foot¬ 
prints  of  the  Creator”  brought  more  clearly  to  our  view  by  human 
research. 

Now,  to  return  from  this  digression,  the  oldest  plant  fossils  we 
find  are  those  of  seaweeds  and  the  first  land  plant  remains  occur 
in  rocks  separated  from  them  by  immense  periods  of  time. 

We  must  digress  again  here,  in  order  to  consider  briefly  the 
different  great  classes  of  plants  as  we  find  them  today.  Lowest 
of  all  are  the  Algse  and  following  in  order  of  complexity  of  struc¬ 
ture  are  the  fungi,  mosses,  and  ferns.  These  are  the  so-called 
flowerless  plants.  Above  these  are  the  seed-bearing  plants,  first 
the  conifers  or  evergreens,  then  those  of  the  palm  type  including 
lilies,  grains,  and  grasses,  and  finally  the  highest  forms  rep¬ 
resented  by  our  hardwood  trees  and  the  majority  of  our  flowering 


228 


HANDBOOK  FOR  COMRADES 


shrubs  and  herbs.  By  a  “low”  plant  is  meant  one  that  has  few 
or  no  organs,  being  a  homogeneous  mass  or  layer  or  thread  or 
even  a  single  microscopic  cell.  The  “higher”  the  plants,  the 
greater  the  differentiation  of  parts  into  root,  stem,  flower,  bark, 
veins,  and  hairs,  each  with  its  peculiar  function.  It  is  worthy 
of  note  that  the  oldest  rocks  contain  only  the  lowly-organized 
plants,  the  higher  plants  appearing  in  order  as  the  rocks  become 
more  recent. 

The  most  interesting  of  plant  remains  are  in  the  carboniferous 
period,  the  period  during  which  most  of  our  best  coal  seams  were 
formed  from  the  profuse  vegetation  of  that  time.  The  forests  of 
this  period  presented  a  strange  sight.  There  were  no  hardwood 
trees,  no  evergreens;  but  tall  tree-ferns  and  gigantic  horsetails, 
and  the  scaly  trees,  the  Lepidodendron,  represented  now  by  the 
little  creeping  clubmoss  used  for  Christmas  decorations.  With 
a  little  patience  any  one  may  find  traces  of  these  ancient  plants 
in  the  pieces  of  black  shale  commonly  seen  mixed  with  the  coal. 

In  the  ages  that  followed  the  carboniferous,  the  evergreens 
appeared.  The  rock  informs  us  that  at  one  time  the  great  red¬ 
woods,  now  confined  to  a  short  strip  in  the  warmer  parts  of  the 
Pacific  Coast,  were  the  predominant  trees  of  the  North  American 
forests.  But  conditions  changed  and  they  passed  away,  new 
types  taking  their  place;  first  the  palms  and  other  tropical  or 
sub-tropical  trees,  and  finally  the  hardwood  forests  very  much 
like  those  we  see  today.  And  so  we  not  only  have  our  earth 
clothed  with  an  endless  variety  of  plants,  but  these  have  been 
getting  better  and  better  with  the  passing  ages. 

We  ought  not  to  suppose,  however,  that  God  had  to  perform 
a  special  act  of  creation  as  each  new  plant  was  needed.  It  suf¬ 
ficed  that  He  gave  that  mysterious  thing  Life  and  an  orderly 
law  of  development.  Changing  conditions  were  then  able  by  a 
gradual  process  which  we  call  evolution  to  convert  one  form  of 
life  into  another  better  adapted  to  the  new  environment.  Cre¬ 
ation  is  not  yet  finished. 

The  biblical  account  of  the  creation  is  so  brief  that  one  might 
get  the  impression  that  all  the  plants  were  made  in  one  day  just 
at  the  speaking  of  a  word,  and  there  are  many  good  people  who 
resent  the  introduction  of  any  other  plan  as  discrediting  God’s 
word. 


NATURE  HOBBIES 


229 


In  the  foregoing  account  there  is  no  contradiction  of  the  book 
of  Genesis.  Let  us  be  careful  not  to  expect  from  the  Bible  that 
which  it  was  never  intended  to  give  us.  It  is  purely  a  spiritual 
revelation.  In  it  we  find  what  the  human  mind,  aided  by  the 
finest  instruments,  has  been  able  to  discover:  God  created  the 
earth,  the  heavens  above  it,  and  the  life  upon  it.  The  Bible  is 
not  a  book  of  science  nor  of  history:  hence,  to  discover  how  He 
created  these  things  we  must  look  elsewhere.  God  has  given 
us  eyes,  ears,  reason,  and  a  second  great  book,  nature.  With 
these  senses  and  this  reason  He  bids  us  read  for  ourselves. 

“There  is  a  book  who  runs  may  read ; 

Which  heavenly  truth  imparts, 

And  all  the  lore  its  scholars  need — 

Clear  eyes  and  Christian  hearts. 

The  works  of  God  above,  below, 

Within  us  and  around, 

Are  pages  in  that  book  to  show 
How  God  Himself  is  found.” 

He  would  be  great,  indeed,  who  could  bring  all  the  plants  of 
the  world  into  being  by  a  magic  word  like  some  great  genius  of 
the  Arabian  Nights.  But  is  He  not  an  infinitely  greater  God 
whose  days  are  aeons;  who  works  through  all  eternity  by  sys¬ 
tematic,  orderly,  unchanging  laws  which  are  beneficent  when 
obeyed,  but  bring  inevitable  disaster  to  the  transgressor? 


SECTION  5 
The  Making  of  the  Earth* 

Cecil  L.  Brown 

I  believe  one  of  the  most  fascinating  trips  that  one  can  take  is 

an  imaginary  trip  away  back  down  the  ages  of  time,  away 

beyond  the  earliest  dawn  of  human  history.  This  was  many 

millions  of  years  before  men  began  to  record  historical  events  on 

the  walls  of  their  caves,  on  the  sides  of  great  pyramids,  on  bark, 

• 

*  Scientists  are  not  and  perhaps  never  may  be  all  agreed  upon  any  one  pf  the 
theories  founded  upon  geological  and  other  facts,  but  many,  if  not  most,  will  agree 
in  general  with  this  account  of  the  making  of  the  earth. 


230 


HANDBOOK  FOR  COMRADES 


on  skins,  or  on  paper;  yes,  millions  of  years  before  men  were 
ever  on  this  earth.  Yet  the  rocks  and  stones  of  this  earth  were 
wonderful  historians  and  some  men  whom  we  call  geologists 
have  been  able,  with  the  help  of  the  rocks  and  stones,  to  read 
the  history  of  the  long  ages  past,  and  a  wonderful  history  it  is. 
If  I  were  to  attempt  to  tell  you  the  story  of  it  in  detail,  it  would 
take  many  large  books,  so  we  will  discuss  it  here  only  very  briefly. 

In  the  beginning  God  created  the  heaven  and  the  earth.  The 
earth  was  without  form  and  unfinished.  The  writer  of  Qenesis 
gives  us  a  very  true  story  of  the  making  of  the  earth,  but  does 
not  describe  the  process  of  making  it  at  all  in  detail.  First,  he 
says  that  the  earth  was  without  form  and  void.  Now,  scientists 
tell  us  that  this  was  so,  and  that  God  caused  the  earth  to  exist 
first  in  a  gaseous  state.  This  great  amount  of  gas  was  very  hot. 
The  heat  was  far  greater  than  any  heat  that  we  know  at  the 
present  time.  Water  when  it  is  very  hot  is  in  the  form  of  a  gas 
which  we  call  water  vapor.  As  the  water  vapor  cools  it  turns 
to  a  liquid  called  water,  and  when  it  gets  very  cold  it  turns  to  a 
solid  called  ice.  Now  any  mineral  or  rock,  if  heated  to  a  suf¬ 
ficient  temperature,  turns  to  a  molten  state,  and  if  it  is  made 
still  hotter,  it  turns  to  a  gaseous  state.  Thus  it  is  supposed  that 
all  the  water,  minerals,  and  rock  that  we  have  in  the  world  to¬ 
day  were  mixed  up  in  an  intensely  hot  gaseous  form.  The  earth 

then,  of  course,  would  have  been  much 
arger  than  now,  as  we  know  water  ex¬ 
pands  when  it  turns  to  steam,  so  all  of  these 
substances  must  have  taken  up  more  space 
when  in  a  gaseous  state  (Fig.  i). 

Imagine  a  world  of  this  kind,  nothing 
but  an  immensity  of  flaming  vapor.  Then, 
as  this  gradually  began  to  cool,  it  naturally 
turned  to  a  liquid  form  and  this  world  would 
be  just  one  vast  ocean  of  fiery  matter, 
swung  into  mid-space  by  the  Creator, 
sending  its  lurid  glare  of  fearful  light  far 
through  the  cold  intervals  of  infinite  space. 

Supposing  it  were  possible  for  us  to  have  witnessed  this  won¬ 
derful,  yet  terrible  sight,  we  would  very  likely  have  said,  “Surely 


Fig.  i 

Illustrating  comparative  sizes  of 
gaseous  stages  with  present  earth. 

a.  Present  Size. 

1  Successive 
J  I  Decreases  in  Size. 


NATURE  HOBBIES 


231 


Fig.  2 

Illustrating  the  attractive 
force  of  the  moon. 

a.  Earth. 

b.  Tidal  Wave. 

c.  Moon. 


God  is  making  a  great  mistake,  how  can  any  created  being  ever 
inhabit  or  enjoy  a  world  like  this?”  But  God’s  knowledge  is 
deeper  than  ours,  and  in  this  mass  of  molten  matter  He  saw 
order  and  beauty  and  the  beginnings  of  a  great  and  beautiful 
earth. 

We  must  never  be  hasty  and  doubt 
God,  because  God  works  slowly  and  in 
a  developmental  manner  and  He  never 
makes  a  mistake.  When  we  take  an 
acorn  into  our  hands,  we  might  say, 

“God  can  never  make  a  strong  and 
sturdy  oak  tree  out  of  this,”  but  yet 
we  know  He  does.  He  takes  a  hundred 
years  to  do  it,  but  when  it  is  finished  it 
is  mighty  and  strong. 

You  have  all  heard  of  the  tidal  wave  that  crosses  the  ocean 
every  twenty-four  hours.  This  is  supposed  to  be  caused  by  an 
attractive  force  exerted  by  the  moon.  Now,  we  have  reason 
to  believe  that  when  the  earth  was  in  this  molten  state  the  moon 
would  quite  naturally  cause  a  wave  of  this  fiery  liquid  to  go 
clear  around  the  earth  every  twenty-four  hours.  As  the  molten 
mass  cooled,  however,  a  crust,  like  thin  ice  forming  on  water, 
was  formed  on  the  outside  of  the  molten  mass,  and  when  the 
tidal  wave  came  around  it  shattered  this  thin  crust  to  fragments. 
This  would  take  place  till  the  crust  was  sufficiently  thick  to 
withstand  the  pulling  force  exerted  by  the  moon  (Fig.  2). 

As  ages  of  time  swept  on  and  the  earth’s  crust  became  stronger 
and  thicker,  the  water  which  had  heretofore  existed  in  the  form 
of  water  vapor,  gradually  began  to  cool.  A  scene  of  terrific 
sublimity  now  approaches.  As  yet  no  water  existed  upon  the 
earth.  No  rain  had  fallen  upon  the  parched  and  blackened  crust. 
All  the  water  which  now  fills  the  oceans  and  the  rivers  and  the 
lakes,  all  which  saturates  the  atmosphere  and  the  soil  and  the 
rocks,  rested  then  upon  the  earth  as  an  arid,  elastic,  invisible 
vapor,  extending  an  unknown  distance  into  surrounding  space. 
This  vapor  was  not  like  steam,  but  intensely  hot  and  invisible. 
It  was  like  the  water  vapor  just  issuing  from  the  exhaust  pipe  of 
a  steam  boiler.  The  time  had  now  arrived,  however,  when  the 
remoter  regions  away  from  the  earth  to  which  this  aqueous  gas 


232 


HANDBOOK  FOR  COMRADES 


extended  began  to  be  so  far  reduced  in  temperature  as  to  cause 
condensation  to  begin,  as  the  heated  water  vapor,  rushing  from 
the  locomotive,  soon  cools  into  a  cloud  of  visible  mist  or  steam. 
If  a  person  could  have  been  present  on  the  earth  at  this  time,  he 
would  have  seen  the  dusky  atmosphere  begin  to  thicken.  In 
the  far-off  regions  wisps  of  vapor  crept  along  the  sky,  as  thin 
dark  clouds  or  cirri.  In  our  day  this  would  denote  a  gathering 
storm  and  so  it  did  in  this  case.  These  clouds  grew  and  thick¬ 
ened  and  darkened,  till  a  pall  of  impending  clouds  enwrapped  the 
earth,  and  the  light  of  the  sun,  moon,  and  stars  was  shut  out  for 
a  geological  age,  which  probably  covered  thousands  of  years. 

Particles  of  cooled  vapor  drew  particles  to  themselves  and  the 
rain  drops  began  to  fall  towards  the  warmer  strata  of  air  near 
the  earth.  But  in  their  descent  as  they  approached  the  still  hot 
crust  of  the  earth  they  were  scorched  to  steam  again  and,  as  the 
meteor’s  light  vanishes  in  mid-heaven,  they  disappeared  and 
were  sent  hurrying  back  to  the  bosom  of  the  cloud,  to  be  again 
sent  forth  as  rain  and  again  consumed  back  into  the  cloud.  At 
length  they  got  as  far  as  the  hot  crust,  but  this  seething,  hot 
crust  rejected  the  cool  offering  and  they  were  driven  back  to  the 
over-burdened  cloud,  which  had  an  ocean  in  its  bosom  to  transfer 
to  the  earth. 


The  space  between  the  clouds  and  the  earth  was 
one  stupendous  scene  of  ebullition.  But  the  descent 
of  rains  and  the  ascent  of  vapors  disturbed  the  elec¬ 
tricities  of  the  elements.  In  the  midst  of  this  natural 
yet  stupendous  contest  between  fire  and  water,  the 
voices  of  heaven’s  artillery  were  heard.  Lightnings 
darted  through  the  awful  darkness  and  world-con¬ 
vulsing  thunders  echoed  through  the  universe.  Yet 

a.  Former  Mass.  a11  WaS  °rder  and  a11  Part  °f  a  Sreat  P^n.  The 

b.  Wrinkles,  etc.,  in  infinite  mind  of  God  the  Creator  saw  in  the  making 

shrinkage.  an  earth  beautiful,  which  would  be  a  fit  abode  for 

all  the  lower  creatures  He  was  to  create,  as  well  as  for  men. 

But  now  the  great  storm  has  passed  and  the  waters  cover  the 
face  of  the  earth.  As  the  crust  cools  it  shrinks  and  as  it  shrinks 
it  wrinkles  up  in  places.  Mountain  ranges  and  islands  protrude 
through  the  surface  of  the  water. 


NATURE  HOBBIES 


233 


As  this  cooling  process  goes  on,  even  continents  are  heaved 
up  through  the  surface  of  the  mighty  ocean  and  the  water 
gradually  drains  off.  As  this  vast  ocean  we  have  mentioned 
washed  around  the  surface  of  the  earth,  it  caused  a  great  ero¬ 
sion  on  the  rocky  crust  and  a  sediment  of  fine  rock  gradually 
was  formed  and  settled  on  the  bottom. 

Now,  as  the  islands  and  continents  appeared,  shoved  up  by 
the  earth’s  shrinkage  and  covered  with  this  sediment,  vegetation 
sprang  up  on  the  land.  Then,  as  the  water  cooled,  myriads  of 
water  animals  and  fish  appeared  in  the  oceans  and  lakes  and 
animals  roamed  the  forests,  which  already  covered  much  of  the 
land.  The  plains  were  clothed  in  verdant  grass;  the  trees, 
bearing  fruits  and  nuts,  grew  in  all  the  forests;  multitudes  of 
fishes  filled  the  lakes  and  rivers;  animals  roamed  the  forests, 
whose  flesh  was  useful  for  food,  and  whose  skins  were  excellent 
for  clothing.  When  all  was  ready,  God  introduced  man  to  the 
earth  which  He  had  prepared  for  him  and  gave  him  dominion 
over  all. 

This  is  only  a  short  story  of  the  making  of  the  earth.  It  does 
not  stretch  back  into  the  unknown  eternity.  However,  we  find 
God  to  be  the  firm  rock  of  support  from  which  the  chain  of 
existence  hangs.  He  is  the  “Rock  of  Ages.”  We  feel  strength¬ 
ened  and  comforted  in  knowing  that,  even  though  our  knowledge 
is  very  small,  even  though  there  are  mysteries  we  cannot  explain, 
there  is  one  thing  we  know,  and  that  is,  “In  the  beginning  God 
created.” 


CHAPTER  XIII 


OUR  NATIVE  TREES 
Ernest  Thompson  Seton 

“Fifty  Common  Forest  Trees  of  Eastern  North  America”1 


White  Pine 

Red  Pine,  Canadian  Pine,  or 
Norway  Pine 

Long-leaved  Pine,  Georgia  Pine, 
Southern  Pine,  Yellow  Pine 
Tamarack,  or  Larch 
White  Spruce 
Hemlock 
Balsam  Tree 
Bald  Cypress 

Arbor- vitae,  or  White  Cedar 
Quaking  Asp,  or  Quiver  Leaf 
Black  Willow 

Balsam  Poplar,  or  Balm  of 
Gilead 
Cottonwood 
Black  Walnut 
White  Walnut 
Pecan 

Shagbark  or  Shellbark 

Mockernut 

Pignut  Hickory 


Red  Oak 
Scarlet  Oak 

Black  Oak,  or  Golden  Oak 
Pin  Oak,  or  Swamp  Oak 
Beech 
Chestnut 

White  Elm,  Water,  or  Swamp 
Elm 

Slippery  Elm 

Osage  Orange,  or  Bow-wood 
Tulip  Tree,  White- wood,  or 
Yellow  Poplar 
Sassafras 

Sweet  Gum,  Star-leaved 
Gum,  or  Liquidambar 
Sycamore,  or  Buttonwood 
Red-bud,  or  Judas  Tree 
Sugar  Maple,  Rock  Maple,  or 
Hard  Maple 

Silver  Maple  or  Soft  Maple 
Red,  Scarlet,  Water,  or 
Swamp  Maple 


1  Reproduced  by  permission  from  The  Woodcraft  Manual,  copyright,  1918,  by 
The  Woodcraft  League  of  America,  Inc. 


OUR  NATIVE  TREES 


235 


Gray  Birch,  or  Aspen-leaved 
Birch 

White,  Canoe,  or  Paper  Birch 
Yellow  Birch,  or  Gray  Birch 
Ironwood,  or  Hop  Hornbeam 
Blue  Beech,  or  American  Horn¬ 
beam 

White  Oak 

Yellow  Oak,  or  Chestnut  Oak 


Box  Elder,  or  Ash-leaved 
Maple 

Basswood,  White-wood,  or 
Linden 

Sour  Gum,  Black  Gum,  Pep- 
peridge,  or  Tupelo 
White  Ash 

Black  Ash,  Hoop  Ash,  or 
Water  Ash 


White  Pine,  or  Weymouth  Pine 

( Finns  Strobus ) 

A  noble  evergreen  tree,  up  to  175  feet  high.  The  lumberman’s 
prize.  Its  leaves  are  in  bunches  of  5,  and  are  3  to  5  inches  long; 
cones  4  to  8  inches  long.  Wood  pale,  soft,  straight-grained,  easily 


White  Pine 

split.  Warps  and  checks  less  than  any  other  of  our  timbers.  A 
cubic  foot  weighs  24  lbs.  (a  cubic  foot  of  water  weighs  63  lbs.). 
Minnesota  and  Manitoba  to  Nova  Scotia  and  Pennsylvania. 


Red  Pine 


236 


HANDBOOK  FOR  COMRADES 


Red  Pine,  Canadian  Pine,  or  Norway  Pine 

(. Finns  resinosa ) 

Evergreen;  somewhat  less  than  the  White  Pine,  with  leaves 
4  to  6  inches  long,  in  bunches  of  2,  comes  to  2^  inches  long. 
Wood  darker,  harder,  and  heavier.  A  cubic  foot  weighs  30  lbs. 
Range  as  above. 


Long-leaved  Pine,  Georgia  Pine,  Southern  Pine, 

Yellow  Pine,  or  Hard  Pine 

(Pinus  palustris ) 

A  fine  tree,  up  to  100  feet  high;  evergreen;  found  in  great 
forests  in  the  Southern  States;  it  supplies  much  of  our  lumber 
now;  and  most  of  our  turpentine,  tar,  and  rosin.  Wood  strong 


Long-leaved  Pine 


and  hard,  a  cubic  foot  weighs  44  lbs.  Its  leaves  are  10  to  16 
inches  long,  and  are  in  bunches  of  3;  cones,  6  to  10  inches  long. 
Range,  Virginia  to  Louisiana  and  Florida. 


Tamarack,  Larch,  or  Hackmatack 

( Larix  laricina) 

A  tall,  straight  tree  of  the  northern  swamps  yet  often  found 
flourishing  on  dry  hillsides.  One  of  the  few  conifers  that  shed  all 
their  leaves  each  fall.  Leaves  yi  to  1  inch  long;  cones  }4  to  yi 
inch.  Wood  very  resinous,  heavy,  and  hard,  “a  hard,  soft  wood” 


OUR  NATIVE  TREES 


237 


very  durable  as  posts.  In  Manitoba  I  have  seen  tamarack  fence 
posts  unchanged  after  twenty  years’  wear.  It  is  excellent  for 
firewood,  and  makes  good  sticks  for  a  rubbing-stick  fire.  A  cubic 
foot  weighs  39  lbs.  Found  north  nearly  to  the  limit  of  trees; 
south  to  northern  New  Jersey  and  Minnesota. 


White  Spruce 

{Picea  Canadensis) 

Evergreen;  60  to  70  or  even  150  feet  high.  Leaves  F2  to  ^ 
inch  long;  cones  1^  to  2  inches  long,  are  at  the  tips  of  the 
branches  and  deciduous;  the  twigs  smooth.  Wood  white,  light, 


White  Spruce 

soft,  weak,  straight-grained,  not  durable;  a  cubic  foot  weighs  25 
lbs.  Its  roots  afford  the  wat-tap  or  cordage  for  canoe-building 
and  camp  use  generally.  North  to  the  limit  of  trees  east  of 
Rockies,  south  to  Dakota,  Wisconsin,  and  Maine. 


Hemlock 

( Tsuga  Canadensis )  * 

Evergreen;  60  to  70  feet  high;  occasionally  100;  wood  pale, 
soft,  coarse,  splintery,  not  durable.  A  cubic  foot  weighs  26  lbs. 
Bark  full  of  tannin.  Leaves  y£  to  ^  inch  long;  cones  about  the 


238 


HANDBOOK  FOR  COMRADES 


Hemlock 


same.  Its  knots  are  so  hard  that  they  quickly  turn  the  edge  of  an 
axe  or  gap  it  as  a  stone  might;  these  are  probably  the  hardest 
vegetable  growth  in  our  woods.  Wisconsin  to  Nova  Scotia  and 
south  on  the  mountains  to  Georgia. 

Balsam  Tree,  or  Canada  Balsam 

( Abies  balsamea ) 

Evergreen;  famous  for  the  blisters  on  its  trunk,  yielding  Can¬ 
ada  balsam  which  makes  a  woodman’s  plaster  for  cuts  or  a 
waterproof  cement;  and  for  the  exquisite  odor  of  its  boughs, 


which  also  supply  the  woodman’s  ideal  bed.  Its  flat  leafage  is 
distinctive.  Wood  pale,  weak,  soft,  perishable.  A  cubic  foot 
weighs  24  lbs.  New  Alberta  to  Newfoundland  and  south  to 
Virginia. 

Bald  Cypress 

( Taxodium  distichum ) 

A  fine  forest  tree,  up  to  150  feet,  with  thin  leaves  somewhat 
like  those  of  Hemlock,  half  an  inch  to  an  inch  long;  cones 
rounded  about  an  inch  through.  Sheds  its  leaves  each  fall  so  is 


OUR  NATIVE  TREES 


239 


Bald  Cypress 


“bald”  in  winter.  Noted  for  the  knees  or  upbent  roots  that  it 
develops  when  growing  in  water.  Timber  soft,  weak,  but  durable 
and  valuable;  a  cubic  foot  weighs  27  lbs.  In  low  wet  country  of 
Mississippi  Valley  and  southeast  coast. 

Arbor- vitae,  or  White  Cedar 

{Thuya  occidentalis) 

Evergreen;  50  to  60  feet  high.  Wood  soft,  brittle,  coarse¬ 
grained,  extremely  durable  as  posts;  fragrant  and  very  light  (the 
lightest  on  our  list).  Makes  good  sticks  for  rubbing-stick  fire. 


A  cubic  foot  weighs  only  20  lbs.  The  scale-like  leaves  are  about 
6  to  8  to  the  inch,  the  cones  half  an  inch  long  or  less.  Manitoba 
to  Nova  Scotia,  and  Pennsylvania;  south  on  mountains  to 
North  Carolina. 


240 


HANDBOOK  FOR  COMRADES 


Quaking  Asp,  Quiver  Leaf,  Aspen  Poplar,  or  Popple 

( Populus  tremuloides ) 

A  small  forest  tree,  but  occasionally  100  feet  high.  Readily 
known  by  its  smooth  bark,  of  a  light  green  or  whitish  color.  The 
wood  is  pale,  soft,  close-grained,  weak,  perishable,  and  light.  A 


Quaking  Asp 


cubic  foot  weighs  25  lbs.  Good  only  for  paper  pulp,  but  burns 
well  when  seasoned.  When  green  it  is  so  heavy  and  soggy  that  it 
lasts  for  days  as  a  fire  check  or  back-log.  Leaves  to  2  inches 
long.  Canada  and  Northern  States. 


Black  Willow 

( Salix  nigra ) 

The  common  Willow  of  stream-banks,  usually  20  to  40  feet 
high,  sometimes  100.  Bark  nearly  black.  Its  long,  narrow, 
yellow-green  shining  leaves  are  sufficiently  distinctive.  A  decoc¬ 
tion  of  Willow  bark  and  roots  is  said  to  be  the  best  known  sub¬ 
stitute  for  quinine.  Noted  for  early  leafing  and  late  shedding; 
leaves  3  to  6  inches  long.  Wood  pale,  weak,  soft,  close-grained; 
a  cubic  foot  weighs  28  lbs.  Manitoba  to  Nova  Scotia  and  south 
to  Gulf. 


OUR  NATIVE  TREES 


241 


Balsam  Poplar,  Balm  of  Gilead,  or  Tacamahac 

(. Populus  balsamifera ) 

Fifty  to  60  feet  ordinarily,  but  sometimes  100  feet  high.  Bark 
rough  and  furrowed.  The  great  size  of  the  buds  and  their  thick 


shiny  coat  of  fragrant  gum  are  strong  marks.  Wood  much  as  in 
the  preceding,  but  weighs  23  lbs.  a  cubic  foot.  Leaves  3  to  6 
inches  long.  Canada  and  Northern  States. 


Cottonwood 

(. Populus  deltoides) 

Small  and  rare  in  the  Northeast.  Abundant  and  large  in 
West;  even  150  feet  high.  Wood  as  in  other  poplars  but  weighs 
42  lbs.  a  cubic  foot.  Leaves  3  to  5  inches  long.  Maine  to  Georgia 
and  west  to  Alberta. 


242 


HANDBOOK  FOR  COMRADES 


Black  Walnut 

(Juglans  nigra) 

A  magnificent  forest  tree  up  to  150  feet  high;  usually  much 
smaller  in  the  East.  Wood  a  dark  purplish  brown  or  gray;  hard, 
close-grained;  strong;  very  durable  in  weather  or  ground  work, 
and  heavy.  A  cubic  foot  weighs  38  lbs.  Leaflets  13  to  23;  and 
3  to  5  inches  long.  Fruit  nearly  round,  1  yi  to  3  inches  in  diam¬ 
eter.  Massachusetts  to  Minnesota  and  south  to  Mississippi. 


Fruit  of  black  walnut  Fruit  of  butternut 


About  half  size 


OUR  NATIVE  TREES 


243 


White  Walnut,  Oil  Nut,  or  Butternut 

( Juglans  cinerea) 

Much  smaller  than  the  last,  rarely  100  feet  high;  with  much 
smoother  bark  and  larger,  coarser,  compound  leaves,  of  fewer 
leaflets,  but  the  petioles  or  leaflet  stalks  and  the  new  twigs  are 
covered  with  sticky  down. 


The  wood  is  light  brown,  soft,  coarse,  not  strong,  but  very 
enduring  in  weather  and  ground  work;  light;,  leaves  15  to  30 
inches  long;  leaflets  11  to  19  in  number  and  3  to  5  inches  long; 


fruit  oblong,  2  to  3  inches  long, 
south  to  Mississippi. 


Nova  Scotia  to  Minnesota  and 


Pecan 


244 


HANDBOOK  FOR  COMRADES 


Pecan 

( Hicoria  Pecan) 

A  tall  slender  forest  tree  in  low  moist  soil  along  streams,  up 
to  170  feet  in  height;  famous  for  its  delicious  nuts,  which  are 
smooth  and  thin  shelled;  fruit,  oblong,  cylindrical,  i}4  to  2}4 
inches  long.  Its  leaves  are  smooth  when  mature;  leaflets  11  to 
15,  and  4  to  7  inches  long;  wood  hard  and  brittle,  a  cubic  foot 
weighs  45  lbs.  Central  Mississippi  Valley. 

Shagbark,  Shellbark,  or  White  Hickory 

( Hicoria  ovata ) 

A  tall  forest  tree  up  to  120  feet  high.  Known  at  once  by  the 
great  angular  slabs  of  bark  hanging  partly  detached  from  its 
main  trunk,  forced  off  by  the  growth  of  wood,  but  too  tough  to 


fall.  Its  leaves  are  8  to  14  inches  long,  with  5  to  7  broad  leaflets. 
The  wood  is  very  light  in  color,  close-grained,  tough,  and  elastic. 
It  makes  an  excellent  bow;  is  the  best  of  fuel.  A  cubic  foot 
weighs  52  lbs.  Dakota  to  Maine  and  south  to  Mississippi. 

Mockernut,  White  Heart,  or  Big-bud  Hickory 

(. Hicoria  alba) 

A  tall  forest  tree,  up  to  100  feet.  Wood  much  like  that  of 
Shagbark,  but  not  quite  so  heavy  (51  lbs.).  Its  bark  is  smooth 


245 


OUR  NATIVE  TREES 


and  furrowed  like  that  of  the  Pignut.  Its  leaves  are  like  those  of 
the  Shagbark,  but  it  has’  7  to  9  leaflets,  instead  of  5  to  7 ;  it  has 
a  large  terminal  bud  of  an  inch  long,  and  the  leaves  have  a 

resinous  smell.  Its  nut  in  the  husk  is  nearly  2  inches  long;  the 
nut  shell  is  4-ridged  toward  the  point,  has  a  very  thick  shell,  and 
small,  sweet  kernel.  Maine  to  Oklahoma  and  Florida. 

Pignut  Hickory 

( Hicoria  glabra ) 

A  tall  forest  tree;  100  and  up  to  120  feet  high.  Wood  much 
as  in  the  Mockernut;  bark  smooth  and  furrowed;  not  loose 


Pignut  Hickory 


246 


HANDBOOK  FOR  COMRADES 


plates.  Leaves  8  to  12  inches  long.  Nut  slightly  or  not  at  all 
angular,  very  thick  shelled;  the  pear  shape  of  fruit  is  a  strong 
feature,  1%  to  2  inches  long.  Maine  to  Nebraska  and  south  to 
the  Gulf. 

Gray  Birch,  or  Aspen-leaved  Birch 

(Betula  populifolia ) 

A  small  tree  found  on  dry  and  poor  soil;  rarely  50  feet  high. 
Wood  soft,  close-grained,  not  strong,  splits  in  drying,  useless  for 
weather  or  ground  work.  A  cubic  foot  weighs  36  lbs.  Leaves  2 
to  3  inches  long.  It  has  a  black  triangular  scar  at  each  armpit. 
Quebec  south  to  Maryland. 


White 


OUR  NATIVE  TREES 


247 


White,  Canoe,  or  Paper  Birch 

{Betula  papyrifera ) 

A  tall  forest  tree  up  to  80  feet  high;  the  source  of  bark  for 
canoes,  etc.  One  of  the  most  important  trees  in  the  northern 
forest.  Besides  canoes,  wigwams,  vessels,  and  paper  from  its 
bark,  it  furnishes  syrup  from  its  sap  and  the  inner  bark  is  used 
as  an  emergency  food.  Every  novice  rediscovers  for  himself 
that  the  outer  bark  is  highly  inflammable  as  well  as  waterproof, 
and  ideal  for  fire-lighting.  Though  so  much  like  the  Gray  Birch, 
it  is  larger,  whiter,  and  with  but  small  black  scars  at  each  limb. 
The  timber  is  much  the  same,  but  this  weighs  37  lbs.  Its  leaf 
and  catkin  distinguish  it;  the  former  is  2  to  3  inches  long.  All 
Canada  and  south  to  Illinois. 


Yellow  Birch,  or  Gray  Birch 

( Betula  lutea ) 

A  forest  tree,  of  30  to  50  feet  in  height.  Bark  obviously  birch, 
but  shaggy  and  gray  or  dull  yellow.  Wood  as  in  the  others,  but 


reddish.  A  cubic  foot  weighs  41  lbs.  Leaves  3  to  4  inches  long. 
Minnesota  to  Newfoundland  and  south  to  Virginia. 


Ironwood,  Hard-hack,  Leverwood,  Beetle-wood, 
or  Hop  Hornbeam 

(Ostyra  Virginiana ) 

A  small  tree;  20  to  30,  rarely  50,  feet  high;  named  for  its 
hardness  and  its  hoplike  fruit.  Bark  furrowed.  Wood  tough, 
close-grained,  unsplitable.  One  of  the  strongest,  heaviest,  and 


248 


HANDBOOK  FOR  COMRADES 


Iron  wood 

hardest  of  timbers.  A  cubic  foot  weighs  over  51  lbs.  That  is,  it 
comes  near  to  Shagbark  Hickory  in  weight  and  perhaps  goes 
beyond  it  in  strength  and  hardness.  Leaves  3  to  5  inches  long. 
Fruit  i}4  to  2 yi  inches  long.  Dakota  to  Nova  Scotia  and  south 
to  Gulf. 


Blue  Beech,  Water  Beech,  or  American  Hornbeam 

( Carpinus  Caroliniana ) 

A  small  tree,  10  to  25,  rarely  40,  feet  high;  bark  smooth. 
Wood  hard,  close-grained,  very  strong;  much  like  Ironwood,  but 
lighter.  A  cubic  foot  weighs  45  lbs.  Leaves  3  to  4  inches  long. 
United  States  east  of  Missouri  River. 


Blue  Beech 


OUR  NATIVE  TREES 


249 


White  Oak 

{Quercus  alba ) 

A  grand  forest  tree;  over  100  feet  up  to  150  feet  high.  The 
finest  and  most  valuable  of  our  oaks.  The  one  perfect  timber 
for  shipbuilders,  farmers,  and  house  furnishers.  Its  wood  is  pale, 


strong,  tough,  fine-grained,  durable,  and  heavy.  A  cubic  foot 
weighs  46  lbs.  I  found  that  when  green  it  weighed  68  lbs.  to  the 
cubic  foot  and  of  course  sank  in  water  like  a  stone.  Called  white 
from  pale  color  of  bark  and  wood.  Leaves  5  to  9  inches  long. 
Texas  to  Minnesota  and  easterly. 

Yellow  Oak,  Chestnut  Oak,  or  Chinquapin  Scrub  Oak 

{Quercus  Muhlenbergii ) 

A  great  forest  tree;  up  to  160  feet  high;  wood  as  usual,  but  the 
heaviest  of  all  when  dry;  a  cubic  foot  weighs  54  lbs. ;  when  green, 
it  is  heavier  than  water,  and  sinks  at  once.  It  is  much  like  the 
Chestnut  Oak  but  its  leaves  are  narrower,  more  sharply  saw- 
edged,  and  its  acorns  much  smaller,  about  half  the  size.  Its 
acorns  ripen  in  one  season.  Leaves  4  to  6  inches  long.  Louisiana 
to  Iowa  and  easterly  to  Massachusetts.  (See  next  page.) 


250 


HANDBOOK  FOR  COMRADES 


Red  Oak 

( Quercus  rubra) 

A  fine  forest  tree,  70  to  80,  or  even  140,  feet  high.  Wood  red¬ 
dish  brown.  Sapwood  darker.  Hard,  strong,  coarse-grained, 
heavy.  A  cubic  foot  weighs  41  lbs.  It  checks,  warps,  and  does 


not  stand  for  weather  or  ground  work.  The  acorn  takes  two 
seasons  to  ripen.  Apparently  all  those  oaks  whose  nuts  take  two 
seasons  to  ripen  have  wood  that  soon  rots.  The  low,  flat  shape 
of  the  cup  is  distinctive;  in  fact,  it  has  no  cup,  it  has  a  saucer; 
leaves  4  to  8  inches  long.  Missouri  to  Minnesota  and  east  to 
Atlantic. 


OUR  NATIVE  TREES 


251 


Scarlet  Oak 

(Quercus  coccinea ) 

Seventy  to  80  or  even  160  feet  high.  Scarlet  from  its  spring 
and  autumn  foliage  color.  The  leaves  are  a  little  like  those  of 
the  Black  Oak,  but  are  frondlike  with  three  or  four  deep,  nearly 
even,  cuts  on  each  side.  The  acorns  of  this  can  be  easily  matched 
among  those  of  the  Black  Oak,  but  the  kernel  of  the  Scarlet  is 
white,  that  of  the  Black  is  yellow;  they  take  two  seasons  to 
ripen.  Wood  much  as  in  Red  Oak  but  weighs  46  lbs.  per  cubic 
foot.  Leaves  4  to  8  inches  long.  Massachusetts  to  Georgia  and 
Iowa, 


Black  Oak 


252 


HANDBOOK  FOR  COMRADES 


Black  Oak,  Golden  Oak,  or  Quercitron 

(Quercus  velutina ) 

Seventy  to  80  or  even  150  feet  high.  The  outer  bark  is  very 
rough,  bumpy,  and  blackish;  inner  bark  yellow.  This  yields 
a  yellow  dye  called  quercitron.  The  leaf  is  of  the  Scarlet  Oak 
style,  but  has  uneven  cuts  and  usually  a  large  solid  area  in  the 
outer  half.  The  wood  is  hard,  coarse-grained,  checks,  and  does 
not  stand  for  weather  or  ground  work.  A  cubic  foot  weighs  44 
lbs.  Wisconsin  to  Maine  and  south  to  Gulf. 


Pin  Oak,  or  Swamp  Oak 

0 Quercus  palustris ) 


Fifty  to  70  or  even  120  feet  high,  in  swampy  land.  Wood 
hard,  coarse-grained,  very  strong  and  tough.  Will  not  stand 


exposure  next  to  ground.  A  cubic  foot  weighs  34  lbs.  Its  acorns 
take  two  seasons  to  ripen.  Leaves  4  to  6  inches  long.  In  moist 
woods  and  along  swamp  edges.  Massachusetts  to  Iowa  and 
Arkansas. 

Beech 

( Fagus  grandifolia ) 

In  all  North  America  there  is  but  one  species  of  Beech.  It  is 
a  noble  forest  tree,  70  to  80,  and  occasionally  120,  feet  high; 
readily  distinguished  by  its  unfurrowed  ashy  gray  bark.  Wood 
hard,  strong,  tough,  close-grained,  pale,  heavy.  Leaves  3  to  4 
inches  long.  A  cubic  foot  weighs  43  lbs.  Wisconsin  to  Nova 
Scotia  and  south  to  Gulf. 


OUR  NATIVE  TREES 


253 


Beech 


Chestnut 

( Castanea  dentata ) 

A  noble  tree,  60  to  80  or  even  100  feet  high.  A  cubic  foot  of 
the  wood  weighs  28  lbs.  Leaves  6  to  8  inches  long.  Massachu¬ 
setts  to  Indiana  and  Mississippi. 


Chestnut 


254 


HANDBOOK  FOR  COMRADES 


Slippery  Elm,  Moose,  or  Red  Elm 

( Ulmus  fulva ) 

Smaller  than  White  Elm,  maximum  height  about  70  feet. 
Wood  dark,  reddish,  hard,  close,  tough,  strong;  durable  next  the 
ground;  heavy;  a  cubic  foot  weighs  43  lbs.  Its  leaves  are  larger 
and  rougher  than  those  of  the  former.  Four  to  8  inches  long,  and 
its  buds  are  hairy,  not  smooth.  Maine  to  Minnesota  and  south 
to  Gulf. 


White  Elm,  Water,  or  Swamp  Elm 

( Ulmus  Americana ) 

A  tall,  splendid,  forest  tree;  commonly  100,  occasionally  120, 
feet.  Wood  reddish  brown;  hard,  strong,  tough,  very  hard  to 
split.  A  cubic  foot  weighs  41  lbs.  Soon  rots  near  the  ground. 
Leaves  2  to  5  inches  long.  Manitoba  to  Nova  Scotia  and  south 
to  Gulf.  (See  next  page.) 


OUR  NATIVE  TREES 


255 


Osage,  Orange,  Bodarc  (Bois  D’arc),  or  Bow-wood 

( Toxylon  pomiferum) 

A  small  tree,  rarely  60  feet  high.  Originally  from  the  middle 
Mississippi  Valley,  now  widely  introduced  as  a  hedge  tree. 
Famous  for  supplying  the  best  bows  in  America  east  of  the 
Rockies.  Wood  is  bright  orange;  very  hard,  elastic,  enduring, 
and  heavy.  Leaves  3  to  6  inches  long.  A  cubic  foot  weighs 
48  lbs. 


Osage 


256 


HANDBOOK  FOR  COMRADES 


Tulip  Tree,  White-wood,  Canoe  Wood,  or  Yellow  Poplar 

(. Liriodendron  tulipifera ) 

One  of  the  noblest  forest  trees,  ordinarily  ioo  feet,  and  some¬ 
times  150  feet,  high.  Noted  for  its  splendid,  clean,  straight 
column;  readily  known  by  leaf,  3  to  6  inches  long,  and  its  tulip¬ 
like  flower.  Wood  soft,  straight-grained,  brittle,  yellow,  and 
very  light;  much  used  where  a  broad  sheet  easily  worked  is 
needed  but  will  not  stand  exposure  to  the  weather;  is  poor  fuel; 
a  dry  cubic  foot  weighs  26  lbs.  Mississippi  to  Atlantic,  Lake 
Ontario  to  Gulf. 


Sassafras,  or  Ague  Tree 

( Sassafras  sassafras ) 

Usually  a  small  tree  of  dry,  sandy  soil,  but  reaching  125  feet 
high  in  favorable  regions.  Its  wood  is  dull  orange,  soft,  weak, 
coarse,  brittle,  and  light.  A  cubic  foot  weighs  31  lbs.  Very 
durable  next  the  ground.  Leaves  4  to  7  inches  long.  Maine  to 
Iowa  and  Texas  to  Atlantic.  (See  next  page.) 


OUR  NATIVE  TREES 


257 


Sweet  Gum,  Star-leaved,  or  Red  Gum,  Bilsted, 

Alligator  Tree,  or  Liquidambar 

{Liquidambar  styraciflua ) 

A  tall  tree  up  to  150  feet  high  of  low,  moist  woods,  remarkable 
for  the  corky  ridges  on  its  bark,  and  the  unsplitable  nature  of  its 
weak,  warping,  perishable  timber.  Heart-wood  reddish  brown, 
sap  white ;  heavy,  weighing  37  lbs.  to  cubic  foot.  Leaves  3  to  5 
inches  long.  Massachusetts  to  Missouri  and  south  to  Gulf.  (See 
next  page.) 


Sycamore,  Plane  Tree,  Buttonball,  or  Buttonwood 

(Platanus  occidentalis ) 

One  of  the  largest  of  our  trees;  up  to  140  feet  high;  commonly 
hollow.  Wood  light  brownish,  weak;  hard  to  split;  heavy  for 
its  strength.  A  cubic  foot  weighs  35  lbs.  Little  use  for  weather 
work.  Famous  for  shedding  its  bark  as  well  as  its  leaves.  Leaves 
4  to  9  inches  long.  Canada  to  the  Gulf.  (See  next  page.) 


258 


HANDBOOK  FOR  COMRADES 


Sweet  Gum 


Sycamore 


OUR  NATIVE  TREES 


259 


Red-bud,  or  Judas  Tree 

(Cercis  Canadensis ) 

Small  tree  of  bottom  lands,  rarely  50  feet  high ;  so  called  from 
its  abundant  spring  crop  of  tiny  rosy  blossoms,  coming  before  the 
leaves,  the  latter  2  to  6  inches  broad.  “Judas  tree”  because  it 
blushed  when  Judas  hanged  himself  on  it  (Keeler).  Its  wood  is 
dark,  coarse,  and  heavy. 

A  cubic  foot  weighs  40  lbs.  Maryland  to  Iowa  and  southward. 


Sugar  Maple,  Rock  Maple,  or  Hard  Maple 

(Acer  saccharum) 

A  large,  splendid  forest  tree,  80  to  120  feet  high;  red  in  au¬ 
tumn.  Wood  hard,  strong,  tough,  and  heavy  but  not  durable. 


Sugar  Maple 


26o 


HANDBOOK  FOR  COMRADES 


A  cubic  foot  weighs  43  lbs.  It  enjoys  with  Beech,  Hickory,  etc., 
the  sad  distinction  of  being  a  perfect  firewood.  Thanks  to  this 
it  has  been  exterminated  in  some  regions. 

Bird’s-eye  and  curled  Maple  are  freaks  of  the  grain.  Leaves 
3  to  5  inches  long.  Its  sap  produces  the  famous  maple  sugar. 
Manitoba  to  Nova  Scotia  and  south  to  Gulf. 


Silver  Maple,  White,  or  Soft  Maple 

.  (Acer  saccharinum ) 

Usually  a  little  smaller  than  the  Sugar  Maple  and  much 
inferior  as  timber.  Wood  hard,  close-grained.  A  cubic  foot 
weighs  33  lbs.  Leaves  5  to  7  inches  long.  This  tree  produces 
a  little  sugar.  It  is  noted  for  its  yellow  foliage  in  autumn.  Nova 
Scotia  to  Minnesota  and  south  to  Oklahoma  and  Georgia. 


Red,  Scarlet,  Water,  or  Swamp  Maple 

(Acer  rubrum ) 

A  fine  tree  the  same  size  as  the  preceding.  Noted  for  its 
flaming  crimson  foliage,  n  fall,  as  well  as  its  red  leaf-stalks, 
flowers,  and  fruit  earlier.  Its  wood  is  light-colored,  tinged 


OUR  NATIVE  TREES 


261 


reddish,  close-grained,  smooth  with  varieties  of  grain,  as  in 
Sugar  Maple;  heavy.  A  cubic  foot  weighs  39  lbs.  Leaves  2  to 
6  inches  long.  Quebec  to  Minnesota  and  south  to  Gulf. 


Red  Maple 


Box  Elder,  or  Ash-leaved  Maple 

( Acer  Negundo ) 

A  small  tree,  40  to  50  up  to  70  feet  high,  found  chiefly  along 
streams.  Wood  pale,  soft,  close-grained,  light.  A  cubic  foot 
weighs  27  lbs.  Poor  fuel.  Makes  paper-pulp.  Leaflets  2  to  4 
inches  long.  Massachusetts  to  British  Columbia  south  to  Mexico 
and  Alabama. 


Box  Elder 


262 


HANDBOOK  FOR  COMRADES 


Basswood,  White-wood,  Whistle-wood,  Lime,  or  Linden 

( Tilia  Americana) 

A  tall  forest  tree  60  to  125  feet;  usually  hollow  when  old. 
Wood  soft,  straight-grained,  weak,  white,  very  light.  A  cubic 
foot  weighs  28  lbs.  It  makes  a  good  dugout  canoe  or  sap  trough. 

The  hollow  trunk,  split  in  halves,  was  often  used  for,  roofing. 
Poor  firewood,  and  soon  rots,  makes  good  rubbing-sticks  for 
friction  fire.  Its  inner  bark  supplies  coarse  cordage  and  mat¬ 
ting.  Its  buds  are  often  eaten  as  emergency  food.  Leaves  2 
to  5  inches  wide.  Manitoba  to  Nova  Scotia  and  south  to  Texas. 


Sour  Gum,  Black  Gum,  Pepperidge,  or  Tupelo 

(Nyssa  sylvatica ) 

A  forest  tree  up  to  no  feet  high;  in  wet  lands.  Wood  pale, 
very  strong,  tough,  unsplitable,  and  heavy.  A  cubic  foot  weighs 
40  lbs.  Used  for  turner  work,  but  soon  rots  next  the  ground. 
Leaves  2  to  5  inches  long.  Massachusetts  to  Wisconsin  and 
south  to  Gulf.  (See  next  page.) 


OUR  NATIVE  TREES 


263 


Sour  Gum 


White  Ash 

(Fraxinus  Americana ) 

A  fine  forest  tree  on  nfoist  soil;  70  to  90  or  even  130  feet  high. 
Wood  pale  brown,  tough,  and  elastic.  Used  for  handles,  springs, 


White  Ash 


bows,  also  arrows  and  spears;  heavy.  A  cubic  foot  weighs  41 
lbs.  Soon  rots  next  the  ground.  Called  white  for  the  silvery  un¬ 
der  sides  of  the  leaves;  these  are  8  to  12  inches  long;  each  leaflet 
3  to  5  inches  long.  Mississippi  Valley  and  east  to  Atlantic. 


264 


HANDBOOK  FOR  COMRADES 


Black  Ash,  Hoop  Ash,  or  Water  Ash 

(Fraxinus  nigra ) 

A  tall  forest  tree  of  swampy  places;  70,  80,  or  rarely  100  feet 
high.  Wood  dark  brown,  tough,  soft,  coarse,  heavy.  A  cubic 


foot  weighs  39  lbs.  Soon  rots  next  to  the  ground.  Late  in  the 
spring  to  leaf,  and  early  to  shed  in  the  fall.  The  leaves  are  12 
to  16  inches  long;  its  leaflets,  except  the  last,  have  no  stalk,  they 
number  7  to  1 1 ,  are  2  to  6  inches  long.  Nova  Scotia  to  Manitoba, 
and  south  to  Virginia. 


CHAPTER  XIV 


HOW  TO  HAVE  A  GOOD  GARDEN1 

“Five  hundred  million  dollars !  Boys,  that’s  a  heap  of  money.” 

Now,  let  your  imagination  run  a  few  moments  and  just  think 
of  the  enormous  piles  of  potatoes  and  beets  and  onions  and  ears 
of  corn  and  bushels  of  carrots  and  radishes,  to  say  nothing  at 
all  of  the  wagon-loads  of  cabbage  and  pumpkins  and  melons 
that  you  could  buy  with  $500,000,000.  Yet  that  is  the  amount 
of  food  that  the  boys  and  girls,  men  and  women  of  America  grew 
last  summer  in  their  back-yard  gardens.  Then,  too,  just  remem¬ 
ber,  please,  that  the  mere  food  produced  was  only  part  of  the 
adventure.  Think  of  the  fine  exercise  in  the  open  air;  think  of 
the  friendly  spirit  of  competition  between  all  the  folks  of  a 
neighborhood  to  see  who  would  have  lettuce  first  or  grow  the 
largest  cucumber.  Just  think  of  the  better  diet,  just  think  of 
the  saving  in  money,  just  think  of  the  personal  satisfaction  of 
using  all  your  spare  minutes  being  a  producer.  A  good  garden 
is  an  achievement  and  all  achievements  are  worth  while  to  a 
live  boy.  What  a  challenge  are  the  weeds  and  the  bugs!  No 
boy  but  a  real  boy  can  grow  a  real  garden. 

The  back-yard  garden  has  come  to  stay,  too.  There  will  be 
more  of  them  each  year  than  the  year  before,  and  they  will  be 
better  gardens,  for  thousands  upon  thousands  of  boys  are  fast 
becoming  experienced.  This  brief  chapter  is  not  meant  to  be  a 
garden  manual — there  are  any  quantities  of  those  available  at 
any  library.  The  purpose  of  these  pages  is  to  get  you  inter- 


1  Adapted  from  pamphlet,  “War  Gardening  and  Home  Storage  of  Vegetables,” 
copyright,  1919,  by  National  War  Garden  Commission;  used  by  permission. 


266 


HANDBOOK  FOR  COMRADES 


ested,  for  you  can  only  actually  learn  to  garden  by  gardening. 
Here  is  the  beginning  and  the  ending  of  the  whole  thing: 

First.  You  must  hoe  out  your  own  experience. 

Second.  Make  early  preparations.  Get  a  good  piece  of 
ground  in  the  fall,  manure  it,  and  turn  it  over  once. 

Third.  Get  first-class  seed,  plant  it  at  the  right  time  (see 
table,  page  277),  and  plant  it  in  the  right  way. 

Fourth.  Begin  early  to  hoe  and  weed,  and  keep  hoeing  and 
weeding  as  long  as  necessary  to  insure  a  splendid  crop. 

Here  is  a  formula  which  will  be  found  to  insure  success:  In¬ 
telligence,  work  and  perseverance,  good  seed,  rain  and  sun¬ 
shine.  Result:  Quantities  of  fresh  vegetables,  a  substantial 
money-saving,  increased  health,  and  the  satisfaction  of  doing  a 
patriotic  service. 

Garden  Plan 

Have  a  plan  for  your  garden — drawn  to  scale  on  paper — before 
you  start,  to  give  proper  order  in  planting  and  enable  you  to 
buy  the  right  amount  of  seed  in  advance  while  the  selection  is 
good. 

Put  in  one  general  group  small  plants  like  beets,  onions,  let¬ 
tuce,  carrots,  radishes,  and  parsnips.  In  another  general  group 
put  larger  plants  like  corn,  tomatoes,  and  potatoes.  Spreading 
ground  vines,  like  melons  and  cucumbers,  which  need  wider 
spacing,  should  be  put  in  another  general  group.  The  reason 
for  this  grouping  is  that  the  various  plants  in  a  group  need  simi¬ 
lar  general  treatment  as  well  as  spacing. 

In  making  a  plan  provide  space  in  which  to  enter  costs  and 
yield  of  the  various  crops.  This  will  give  you  a  complete 
record,  which  will  be  useful  another  year.  Another  helpful  use 
of  the  plan  is  that  it  will  guide  you  in  the  rotation  of  next  year’s 
crops.  For  this  purpose  save  your  plan  for  next  season. 


HOW  TO  HAVE  A  GOOD  GARDEN  267 


Sunshine 

In  the  location  of  a  garden,  it  is  not  always  possible  to  choose 
conditions  as  to  sunlight.  It  is  important,  therefore,  that  in  the 
arrangement  of  the  various  kinds  of  vegetables  which  are  to  be 
planted,  due  care  should  be  given  to  providing  the  greatest  ex¬ 
posure  to  the  sun  for  those  crops  which  need  it  most.  Those 
plants  which  must  ripen  their  fruits,  such  as  tomatoes  and  egg¬ 
plant,  require  the  greatest  amount  of  sunshine;  while  lettuce, 
spinach,  kale,  and  other  leaf  crops  require  relatively  less.  Foli¬ 
age  crops  must  have  at  least  three  hours  of  sunlight  a  day  and 
plants  which  ripen  fruits  at  least  five  hours  a  day.  This  is  im¬ 
portant. 

Vary  from  Last  Year’s  Plan 

It  is  important  to  remember  that  plant  diseases  and  insects 
are  apt  to  thrive  in  a  spot  in  which  they  have  become  established. 
For  this  reason  those  who  make  gardens  this  year  should  take 
care  not  to  place  the  individual  crops  in  the  spot  in  which  the 
same  crops  grew  last  year.  Varying  the  arrangement  of  the 
garden  in  this  way  will  reduce  the  danger  from  disease  and  in¬ 
sects.  The  same  vegetables  in  the  same  place  each  year  exhaust 
certain  food  elements,  and  reduced  yields  are  sure  to  result. 

Surplus  Products 

At  times,  even  with  the  best  of  planning,  a  gardener  will  find 
that  his  garden  has  matured  more  of  some  varieties  of  vegetables 
than  can  be  used  immediately.  None  of  this  excess  should  be 
wasted  and  there  is  no  occasion  for  waste.  If  there  is  no  ready 
market  for  the  surplus  it  should  be  prepared  for  winter  by  either 
canning  or  drying.  By  modern  methods  either  canning  or  drying 
may  be  done  with  little  expense  of  time,  trouble,  or  financial 
outlay.  By  using  the  cold-pack  method,  as  small  a  quantity  as 
a  single  can  or  jar  may  be  put  up  in  a  short  time.  With  proper 
instructions  it  is  possible  for  you  to  dry  a  handful  of  peas  or 
beans,  sweet  corn,  a  few  sweet  potatoes  or  turnips,  or  small 
quantities  of  many  other  vegetables  with  practically  no  expen¬ 
diture  of  time. 


PLAN  OF  GARDEN 


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Peas,  followed  by  Corn 
Beans,  Bush  Lima 


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crook  neck) 

Rows  are  30  inches  apart.  If  soil  is  very  fertile  rows  may  be  closer. 

Planting  was  begun  at  hotbed  end  of  garden  and  plantings  were  made  a  few  days  apart  to  insure  a  constant 
upply  of  vegetables. 


HANDBOOK  FOR  COMRADES 


270 

The  Soil  and  Manures 

The  back-yard  gardener  must  use  the  soil  he  has,  but  he  can 
improve  it  if  it  is  poor,  and  he  must  do  this  as  far  as  possible. 
Stable  manure  will  help  even  the  richest  soil,  and  you  are  not 
likely  to  use  too  much  of  it.  During  a  single  season  professional 
gardeners  apply  as  much  as  six  inches  of  it.  From  400  to  600 
pounds  can  be  used  to  advantage  on  a  plot  twenty  by  twenty 
feet.  Coarse  manure  should  be  applied  and  thoroughly  plowed 
or  spaded  under  in  the  fall.  In  the  spring,  fine,  rotted  manure 
is  applied,  just  before  plowing  or  spading,  preceding  the  planting 
of  any  crop.  If  the  ground  is  fairly  rich,  and  well-rotted  manure 
is  scarce,  the  manure  may  be  scattered  in  the  row  only,  and 
should  be  mixed  into  the  soil  before  the  planting  of  the  seed. 

Loam  is  the  best  garden  soil.  Sand,  with  manure,  gives  good 
results.  Clay  is  hardest  to  work,  but  is  greatly  improved  by 
well-rotted  manure  and  vegetable  matter — called  humus.  These 
should  be  well  worked  in  with  hoe  and  rake.  Sifted  coal  ashes, 
entirely  free  from  clinkers,  will  help  loosen  clay  when  mixed  in, 
but  will  not  remove  an  acid  condition  nor  increase  fertility. 

Compost 

Compost  is  especially  desirable  when  quick  growth  is  wanted 
Compost  is  thoroughly  rotted  manure  or  organic  material.  It 
is  prepared  from  six  to  twelve  months  before  being  used,  by 
putting  the  manure  and  other  material  in  piles. 

Besides  the  usual  waste  of  garden  rubbish,  there  is  a  large 
waste  of  leaves,  weeds,  and  the  skins  and  other  unused  portions 
of  fruits  and  vegetables.  These  should  all  be  thrown  on  the 
compost  pile  to  decay  for  use  on  the  garden  next  spring.  De¬ 
stroy  all  plants  which  are  diseased.  The  compost  pile  should  be 
built  up  in  alternate  layers  of  vegetable  refuse  a  foot  thick  and 
earth  an  inch  or  more  thick.  The  earth  helps  to  rot  the  vegetable 
matter  when  mixed  with  it. 

If  the  pile  can  be  forked  over  once  a  month  when  not  frozen 
and  the  contents  well  mixed  together,  they  will  decay  quite 
rapidly  and  be  in  good  usable  condition  in  the  spring.  The 
compost  may  be  either  spread  over  the  garden  and  plowed  under, 
or  it  may  be  scattered  in  the  rows  before  the  seed  is  sown.  This 


HOW  TO  HAVE  A  GOOD  GARDEN 


271 

is,  of  course,  not  as  rich  as  stable  manure,  but  it  is  a  good  sub¬ 
stitute. 

Compost  is  also  used  as  a  top  dressing  during  the  growing 
season  for  hastening  growth. 

In  planting  a  permanent  garden,  a  space  should  be  reserved 
near  the  hotbed  or  seed  bed,  and  in  this  space  should  be  piled,  as 
soon  as  pulled,  all  plants  which  are  free  from  diseases  and  insects. 
This  applies  to  all  vegetables  and  especially  to  peas  and  beans, 
as  these  belong  to  a  group  of  plants  which  take  nitrogen  from 
the  air,  during  growth,  and  store  it  in  their  roots.  When  these 
plants  are  decayed  they  will  return  to  the  soil  not  only  much  of 
the  plant  food  taken  from  it  during  their  growth,  but  additional 
nitrogen  as  well.  Nitrogen  in  the  soil  is  necessary  for  satisfactory 
leaf  growth.  The  material  so  composted  should  be  allowed  to 
decay  throughout  the  winter,  and  when  needed  should  be  used 
according  to  the  instructions  given  for  using  compost.  The 
sweepings  of  pigeon  lofts  or  chicken  coops  make  valuable  fer¬ 
tilizer.  When  cleaning  roosts  from  day  to  day  add  one-quarter 
as  much  acid  phosphate  as  sweepings.  When  needed  apply  one 
pound  of  this  mixture  to  every  five  square  feet  of  ground,  mixing 
it  thoroughly  into  the  soil. 

Prepared  sheep  manure,  where  procurable  at  a  reasonable 
price,  is  possibly  the  safest  concentrated  fertilizer.  It  should  be 
used  in  small  quantities  rather  than  spread  broadcast.  Scatter 
it  along  the  row  before  seed  is  sown  or  apply  by  mixing  it  with 
water  in  a  pail,  stirring  the  mixture  to  the  consistency  of  thin 
mush,  and  pouring  it  along  the  rows  of  the  plants. 

Green  Manure 

Green  manure  is  useful  as  a  fertilizer.  It  consists  of  green 
plants  turned  under  by  plowing  or  spading.  Rye  is  the  most 
satisfactory  for  this  purpose.  If  planted  in  July  or  August,  the 
crop  may  be  turned  under  in  the  fall  if  early  spring  planting  is 
desired.  If  planted  later,  it  is  usually  turned  under  in  the  spring. 
When  not  turned  under  until  spring,  the  growth  will  prevent  the 
leaching  of  soluble  plant  food  or  the  washing  away  of  rich  soil. 

In  sowing  rye  for  this  purpose,  use  at  the  rate  of  one  pound 
of  seed  to  a  strip  of  ground  fifty  feet  long  and  ten  feet  wide.  If 
the  ground  is  rough  or  hard,  it  should  be  cultivated  just  before 


272 


HANDBOOK  FOR  COMRADES 


the  seed  is  sown,  and  then  cultivated  again  to  cover  the  seed. 
Sow  the  seed  between  the  rows  of  crops  not  yet  gathered.  Rye 
is  very  hardy  and  will  sprout  even  though  there  is  frost  nearly 
every  night.  At  a  cost  of  about  five  cents  for  a  pound  of  seed,  a 
garden  of  ten  by  fifty  feet  can  thus  be  treated  to  an  application 
of  green  manure.  The  grass  rye  plants  soon  decay  when  turned 
under,  and  answer  the  same  purpose  as  a  light  dressing  of  manure. 

Green  manure,  however,  should  not  be  relied  upon  to  do  the 
work  of  stable  manure,  as  it  does  not  provide  phosphorus  or 
potassium. 


Tools  most  commonly  needed  in  a  small  garden .  From  left  to  right ,  between  the  balls 
of  cord,  they  are:  Trowel,  weeder,  spade,  steel  toothed  rake,  hoe,  garden  fork,  watering 
pot  and  dibble. 


Lime 

Land  which  has  long  been  unused,  or  land  in  lawns,  is  likely  to 
be  sour.  To  remedy  this  condition,  apply  evenly  one  pound  of 
air-slaked  lime  or  two  pounds  of  ground  limestone  to  every 
thirty  square  feet.  This  lime  should  be  applied  and  raked  in  to 
a  depth  of  two  inches  when  the  seed  bed  is  being  prepared  in  the 
spring.  Instead  of  lime,  two  pounds  of  unleached  wood  ashes 
may  be  used.  Do  not  apply  lime  at  the  same  time  as  manure 
or  mixed  fertilizers,  as  it  will  cause  loss  of  nitrogen. 

Outdoor  Hotbeds 

For  early  planting  a  hotbed  may  be  made,  located  in  a  shel¬ 
tered  spot  with  southern  exposure,  where  it  will  receive  a  generous 


HOW  TO  HAVE  A  GOOD  GARDEN 


273 


supply  of  sun.  A  width  of  six  feet  is  desirable  and  the  length 
should  be  such  as  will  enable  the  use  of  standard  three  by  six 
foot  hotbed  sash.  A  simple,  boxlike  frame,  twelve  inches  high 
in  front,  will  hold  the  sash  and  give  a  better  angle  for  the  rays 
of  the  sun. 

Dig  a  pit  one  and  one-half  to  two  feet  deep,  the  size  of  the 
sash  frame  to  be  used.  Line  the  sides  of  this  with  boards  or 
planks,  brick  or  concrete,  and  make  a  tile  drain,  or  place  stones 
on  the  bottom  of  the  pit,  to  carry  off  surplus  water.  This  pit 
is  filled  with  fresh  horse  manure.  The  manure  will  require 
special  treatment  before  being  placed  in  the  pit.  It  should  be 
thrown  into  a  pile  and  allowed  to  heat.  When  it  has  heated 
and  is  steaming,  fork  it  over  into  a  new  pile,  throwing  the  out¬ 
side  material  into  the  center.  When  the  new  pile  has  become 
well  heated,  fork  the  material  once  more  into  a  new  pile.  This 
will  require  from  ten  days  to  two  weeks  and  is  important  in  that 
it  gets  rid  of  excessive  heat.  After  this  process  fill  the  pit  with 
the  manure,  packed  down  firmly  and  evenly,  level  with  the  sur¬ 
face  of  the  surrounding  earth.  On  top  of  this  manure  make  a 
covering  of  good  garden  loam  three  to  four  inches  deep. 

When  the  sash  has  been  put  in  place  the  manure  will  generate 
heat,  in  addition  to  the  heat  that  will  be  derived  from  the  sun. 
After  this  heat  has  reached  its  highest  point  and  dropped  back 
to  between  80  to  90  degrees  F.  the  seed  should  be  planted.  Use 
the  best  seed  obtainable.  .  Until  the  seed  germinates,  the  hot¬ 
bed  should  be  kept  shaded  to  hold  moisture.  This  can  be  done 
by  spreading  over  the  sash  strips  of  old  carpet,  heavy  cloth,  or 
newspapers.  After  germination  strong  light  will  be  needed.  The 
plants  must  be  watered  each  morning  on  clear  days  and  the  sash 
left  partially  open  for  ventilation,  as  it  is  necessary  to  dry  the 
foliage  to  prevent  mildew. 

Proper  ventilation  is  essential  to  the  production  of  strong, 
healthy  plants.  The  sash  should  be  raised  during  the  warmest 
part  of  the  day  on  the  side  opposite  the  direction  from  which 
the  wind  is  blowing.  By  opening  it  in  this  way  instead  of  facing 
the  wind,  the  hotbed  receives  fresh  air  without  receiving  direct 
draft.  On  cold  days  raise  the  sash  slightly  three  or  four  times  a 
day  for  a  few  minutes  only.  In  severe  weather  cover  the  beds 
with  mats,  straw,  or  manure  to  keep  in  as  much  heat  as  possible. 


274 


HANDBOOK  FOR  COMRADES 


About  two  weeks  before  transplanting  time  the  sash  should  be 
removed  during  the  day  to  “harden”  the  plants.  While  in  the 
hotbed  the  plants  should  be  thoroughly  watered,  but  the  water 
should  not  reach  the  manure  underneath.  Early  morning  is  the 
best  time  for  watering,  so  that  the  plants  will  be  dried  before 
night. 

An  outdoor  hotbed  of  this  character  should  be  started  in  the 
early  spring — February  or  March. 

The  Cold  Frame 

A  cold  frame  is  useful  for  hardening  plants  which  have  been 
started  in  the  hotbed.  It  is  built  like  a  hotbed,  but  on  the  sur¬ 
face  of  the  ground,  without  the  pit  or  manure.  Good,  rich  soil 
should  be  used  and  the  soil  kept  slightly  moist.  In  mild  climates 
the  cold  frame  may  be  used  instead  of  a  hotbed  for  starting 
plants.  It  is  also  used  in  the  fall  and  early  winter  for  growing 
lettuce,  radishes,  carrots,  and  parsley. 


Procure  Seed  Early 

Seed  shortage  was  a  handicap  to  many  gardeners  last  year. 
This  year  the  planting  of  gardens  will  be  increased  and  the  de¬ 
mand  for  seed  even  greater  than  in  1918.  It  is  important,  there¬ 
fore,  that  the  home  gardener  should  procure  his  supply  of  seed 
early — well  in  advance  of  planting  time.  Be  sure  to  patronize 
a  reliable  dealer,  as  quality  is  vital. 


HOW  TO  HAVE  A  GOOD  GARDEN 


275 


Use  Seed  Sparingly 

Home  gardeners  often  plant  seed  thickly  to  make  sure  of  a 
good  stand.  This  is  a  wasteful  method,  excepting  with  such 
vegetables  as  will  produce  young  plants  which  may  be  used  as 
greens.  The  better  way  is  to  plant  according  to  the  directions 
given  in  the  planting  table. 

The  pronounced  seed  shortage  this  year  makes  it  imperative 
that  no  seed  be  wasted. 

Testing  Seed 

A  simple  test  will  give  useful  advance  information  of  the 
germinating  value  of  seed.  This  test  is  useful  as  enabling  the 
gardener  to  determine  whether  or  not  seed  have  been  properly 
cured  and  are  otherwise  in  good  condition.  Seed  which  are  too 
old  or  have  been  kept  under  unfavorable  conditions  are  unsatis¬ 
factory. 


To  test,  plant  twenty-five  to  fifty  seed  of  each  variety  in  an 
outdoor  seed  box,  or  place  between  moist  blotters  or  cloth  be¬ 
tween  two  plates.  Germination  should  take  place  within  two  to 
eight  days  and  the  number  of  seedlings  which  grow  will  show  the 
percentage  of  germination. 

The  seedlings  should  be  kept  for  planting  to  prevent  waste. 
How  Much  Seed  to  Buy 

The  following  amounts  of  seed  will  plant  in  each  case  a  garden 
row  100  feet  long.  Measure  your  rows  and  buy  accordingly. 
Also  compare  your  figures  with  planting  table  on  page  277. 

String  Beans  ^  to  1  pint  Eggplant  Y>  ounce 

Lima  Beans  ^  to  1  pint  Kale,  or  Swiss  Chard  Y  ounce 

Cabbage  ounce  Parsley  %  ounce 


276 

HANDBOOK  FOR  COMRADES 

Carrot 

1  ounce 

Parsnip 

yi  ounce 

Cauliflower 

1  packet 

Vegetable  Oyster 

Celery 

yi  ounce 

(Salsify) 

yi  ounce 

All  Squash 

yi  ounce 

Onion  Sets  (Bulbs) 

1  quart 

Beets 

2  ounces 

Onion  Seed 

1  ounce 

Sweet  Corn 

L2  pint 

Peas  1 

to  2  pints 

Lettuce 

yi  ounce 

Radish 

1  ounce 

Muskmelon 

yi  ounce 

Spinach 

1  ounce 

Cucumber 

yi  ounce 

Tomatoes 

yi  ounce 

Turnip 

]/2  ounce 

One  or  two  pecks  of  early  potatoes  and  one-half  to  one  bushel 
of  late  potatoes  are  enough  to  plant  to  supply  four  persons. 


Indoor  Planting 

Earlier  crops  can  be  secured  by  planting  certain  seed  indoors 
and  setting  the  young  plants  out  in  the  open  garden  after  the 
weather  becomes  warm.  This  may  be  done  with  tomatoes,  cab¬ 
bage,  lettuce,  cauliflower,  peppers,  and  eggplant. 

Any  wooden  box,  shallow  and  wide,  will  make  an  indoor  gar¬ 
den.  Put  one  inch  of  gravel  or  cinders  in  the  bottom  for  drainage, 
and  fill  to  the  top  with  good  soil.  Rows  of  plants  may  be  two 
inches  apart. 

Plant  eight  or  ten  seed  to  the  inch,  keep  the  soil  damp,  and 
set  the  box  in  a  window.  When  the  plants  are  an  inch  high 
transplant  them  to  other  seed  boxes,  spacing  the  plants  two 
inches  apart.  This  insures  sturdy  plants  with  good  root  systems. 

Transplanting 

Before  transplanting  the  plants  to  the  garden,  set  the  box 
outdoors,  in  mild  weather,  to  harden  the  plants.  Set  out  each 
plant  with  a  ball  of  the  box  dirt  sticking  to  the  roots.  Thorough 
watering  several  hours  before  transplanting  causes  the  earth  to 
stick  as  required. 

If  the  root  system  is  broken  in  the  removal,  trim  away  some 
of  the  larger  leaves  of  the  plants.  In  moist  ground  open  a  hole 
with  a  trowel.  Make  the  hole  larger  than  is  needed  to  hold  the 
roots  and  a  little  deeper  than  the  root  grew.  Place  roots  in  hole, 
and,  with  the  hands,  pack  the  soil  firmly  around  the  plant.  In 
dry  soil  pour  a  pint  of  water  into  each  hole  before  inserting 


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HOW  TO  HAVE  A  GOOD  GARDEN 


279 

plant.  Rake  some  dry  earth  about  the  surface  surrounding  each 
plant  to  hold  the  moisture. 

Transplanted  plants  cannot  stand  strong  sunshine  at  first  and 
cloudy  days  or  late  afternoon  are  preferable  for  transplanting. 
In  bright  weather  place  newspapers  over  them  for  a  day  or  two, 
making  tents  of  the  papers,  in  the  shape  of  an  inverted  V. 

A  home-made  paper  pot,  a  round,  bottomless  paper  band,  or  a 
berry  box,  filled  with  soil,  should  be  used  to  produce  plants  for 
a  hill  of  cucumbers,  squash,  melons,  or  other  “ vining”  plants 
which  are  started  indoors,  as  these  do  not  stand  transplanting  if 
the  roots  are  disturbed.  The  pot  or  other  holder  may  be  set 
into  the  ground  without  disturbing  the  roots.  Tomatoes,  egg¬ 
plants,  and  beans  may  also  be  started  in  this  way. 

When  to  Plant 

When  heavy  frosts  are  over,  plant  early  peas,  onion  sets  and 
seed,  early  potatoes,  kale,  lettuce,  and  spinach.  All  of  these 
will  stand  light  freezing  except  potato  plants,  which  should  be 
covered  with  dirt  when  frost  threatens. 

When  frosts  are  about  over,  plant  radishes,  parsnips,  carrots, 
beets,  late  peas,  and  early  sweet  corn,  and  set  out  cabbage  and 
cauliflower  plants.  (An  old  and  useful  rule  is  to  “plant  corn 
when  the  oak  leaves  are  the  size  of  a  squirrel’s  ear.”) 

When  all  the  frosts  are  over  and  apple  trees  are  in  bud,  plant 
string  beans  and  late  sweet  corn,  and  set  out  a  few  early  tomato 
plants  from  the  indoor  boxes. 

When  apple  trees  have  finished  blossoming,  plant  cucumbers, 
melons,  squashes,  and  lima  beans,  and  set  out  the  rest  of  the 
indoor  plants. 

Seed  Beds 

Plants  for  second  crops  may  be  raised  in  an  outdoor  seed  bed 
occupying  small  space.  These  plants  may  be  grown  while  the 
space  allotted  to  them  in  the  garden  plan  is  still  in  use  for  earlier 
crops.  The  rows  of  seed  are  not  spaced  so  closely  as  in  boxes 
used  inside  the  house.  If  the  plants  crowd  each  other  too  much, 
some  of  them  may  be  removed  and  transplanted  to  another  part 
of  the  garden.  The  seed  bed  plan  is  useful  for  such  crops  as 
cauliflower,  Brussels  sprouts,  late  cabbage,  and  the  like. 


280 


HANDBOOK  FOR  COMRADES 


Fall  Planting 

It  is  well  to  plant  a  fall  garden  of  some  crops,  for  in  spite  of 
the  risk  of  injury  by  early  frost  the  chances  are  in  favor  of  satis¬ 
factory  results.  There  can  be  no  absolute  rule  as  to  the  time  of 
planting.  The  probable  time  of  the  first  frost  in  each  locality 
must  be  taken  as  a  general  guide.  For  planting  in  August,  and 
possibly  even  in  early  September,  the  following  vegetables  may 
be  grown: 

When  first  frost  may  be  expected  between  September  15th 
and  September  25th:  lettuce,  spinach,  turnips,  parsley,  and 
multiplier  onions.  (Kale  and  radishes  may  be  risked.) 

When  first  frost  may  be  expected  between  September  20th  and 
October  5th:  kale,  lettuce,  parsley,  multiplier  onions,  radishes, 
spinach,  and  turnips.  Beets  and  chard  for  greens. 

When  first  frost  may  be  expected  between  October  5th  and 
October  15th:  beets  for  canning,  carrots,  kale,  multiplier  onions, 
spinach,  chard,  endive,  lettuce,  radishes,  and  turnips. 

When  first  frost  may  be  expected  between  October  15th  and 
October  25th:  any  of  the  vegetables  mentioned  in  the  preceding 
lists.  (String  beans  may  be  risked.) 

Laying  Off  Rows 

Straight  rows  add  to  the  garden’s  beauty  and  make  cultivation 
easier.  To  make  the  rows  straight,  stretch  a  stout  string  between 
stakes  and  follow  it  with  the  point  of  a  hoe,  with  a  wheel  hoe,  or 
with  the  end  of  the  handle  of  the  rake  or  hoe,  to  open  up  the  row. 
The  plan  is  suggested  in  the  illustration. 


HOW  TO  HAVE  A  GOOD  GARDEN 


281 


Succession  of  Crops 

Nature  generously  provides  for  more  than  one  crop  on  the 
same  soil.  Vegetables  which  reach  maturity  early  in  the  season 
should  be  followed  by  later  crops  of  the  same  vegetable  or  by 
rotation  of  other  kinds.  Onions  to  be  used  green  may  be  grown 
in  rows  which  are  to  be  occupied  by  late  tomato  plants,  as  a  few 
of  the  onions  may  be  removed  to  plant  the  tomatoes.  Radishes 
mature  early  and  as  they  are  harvested  the  space  may  be  used 
for  cabbage,  lettuce,  cauliflower,  Brussels  sprouts,  and  other 
plants.  Many  combinations  of  this  kind  may  be  made  to  good 
advantage. 

For  Continuous  Crops 

With  some  of  the  important  vegetables  a  series  of  plantings 
is  desirable.  Of  string  beans,  lettuce,  radishes,  spinach,  sweet 
corn,  peas,  beets,  and  carrots  there  should  be  several  succes¬ 
sive  plantings,  two  or  three  weeks  apart,  to  provide  a  fresh  and 
continuous  supply  all  season. 

Depth  of  Planting 

Do  not  plant  too  deeply.  The  old  rule  is  to  plant  to  a  depth 
of  five  times  the  thickness  of  the  seed.  This,  however,  is  not  an 
absolute  rule  and  is  not  safe  in  all  cases.  Consult  planting  table 
on  Page  277  for  depth. 

Hoeing 

When  the  green  rows  appear,  it  is  time  to  start  hoeing  or 
cultivating.  Never  hoe  or  cultivate  deeply — an  inch  or  two  is 
deep  enough — but  stir  the  ground  frequently,  and  always  after 
rain  or  watering,  as  soon  as  it  is  dry  enough.  The  hoeing  must 
not  be  done  after  rain  or  watering  when  the  ground  is  still  wet 
enough  to  cause  the  muddy  earth  to  pack  like  cement,  as  this 
causes  the  earth  to  cake  and  dry  out  altogether  too  rapidly, 
which  is  undesirable. 

Frequent  hoeing  causes  the  formation  of  a  dust  layer  which 
prevents  the  soil  underneath  from  drying  out.  The  garden 
should  always  be  kept  free  from  weeds,  as  these,  if  permitted  to 
grow,  consume  plant  food  and  moisture  needed  by  the  plants. 


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Watering 

A  plentiful  supply  of  moisture  is  essential.  If  there  is  not 
sufficient  rainfall,  the  moisture  should  be  provided  by  watering 
the  garden.  In  doing  this  it  is  better  to  soak  the  ground  once  a 
week  than  to  sprinkle  every  day.  Late  afternoon  is  the  best 
time  to  sprinkle. 

To  moisten  the  surface  is  not  enough.  There  must  be  a  thor¬ 
ough  wetting.  If  pipe  connections  are  available  a  garden  hose 
is  the  best  means  of  watering.  One  of  the  most  satisfactory 
methods  is  to  open  small  furrows  between  rows  and  allow  water 
to  run  into  these  trenches,  raking  the  earth  back  into  place 
several  hours  later,  and  make  a  mulch,  after  the  water  has 
thoroughly  soaked  in.  The  sprinkling  pot  will  serve  if  hose  is 
not  available,  but  is  more  laborious.  Overhead  sprinklers  are 
very  satisfactory.  They  consist  of  pipes  mounted  on  supports 
extending  the  length  of  the  area  to  be  watered.  Holes  are  drilled 
at  intervals  of  three  to  four  feet  and  small  nozzles  are  inserted 
which  yield  a  spray-like  misty  rain  when  the  water  is  turned  on. 
By  turning  the  pipes  and  also  changing  the  position  of  them,  it 
is  possible  to  water  an  area  of  any  size. 

In  home  gardens  proper  drainage  is  often  disregarded.  Drain¬ 
age  improves  the  soil  by  allowing  air  to  enter;  by  raising  the 
temperature  of  the  soil;  by  rendering  the  soil  more  porous  and 
granular;  by  enabling  the  roots  of  plants  to  grow  deeply  into 
the  soil,  and  by  allowing  earlier  cultivation  in  the  spring. 

Blind  ditches,  partly  filled  with  stones  or  other  material 
covered  with  soil,  or  open  ditches,  will  be  found  satisfactory  for 
the  home  garden.  They  should  be  along  the  lowest  level  of  the 
garden,  and  have  suitable  outlet.  Lacking  an  outlet,  lay  tile 
twelve  inches  below  surface  of  garden,  slanting  toward  a  hole 
ten  feet  deep  and  five  feet  across,  in  center  of  garden.  Fill  this, 
two-thirds  to  the  top,  with  stones,  covering  stones  with  clay  and 
covering  the  clay  with  loam. 


HOW  TO  HAVE  A  GOOD  GARDEN  283 

Common  Garden  Insects  and  Their  Control 2 
Arthur  Gibson 

Fully  twenty  per  cent  of  the  annual  value  of  all  vegetable 
crops  grown  in  Canada  represents  the  loss  from  ravages  of  in¬ 
sects.  This  loss  easily  totals  several  millions  of  dollars  each 
year.  Much  of  this  could  be  saved  by  adopting  the  measures  of 
control  here  recommended.  It  is  possible  in  this  handbook  to 
refer  only  to  some  of  the  more  important  garden  pests. 

Cutworms 

These  smooth,  cylindrical  caterpillars  are  about  one  inch  or 
more  in  length  and  in  color  are  of  some  dull  shade  similar  to  the 

ground  in  which  they  hide 
during  the  day.  The 
moths  that  lay  the  eggs 
from  which  the  cutworms 
develop  are  of  a  grayish  or 
dull  brownish  shade,  and 
measure,  with  the  wings 
spread,  from  one  to  two 
inches  in  width.  The  eggs, 
pale  in  color,  and  less 
than  one  twenty-fifth  of  an  inch  in  diameter,  are  deposited  in 
clusters  on  leaves  of  trees,  shrubs,  weeds,  and  grasses.  Injury 
by  the  cutworms  is  effected  mostly  in  the  early  part  of  the  season 
when  plants  are  young.  As  their  popular  name  indicates,  these 
caterpillars  have  the  habit  of  cutting  off  the  plants  during  the 
night,  near  the  surface  of  the  ground  or  a  little  below  it. 

As  soon  as  their  presence  is  detected  the  following  poisoned 
bran  bait  should  be  used: 


Bran . 20  pounds 

Cheap  molasses .  1  quart 

Paris  green  or  white  arsenic  .  .  >2  pound 

Water . 2  to  2^  gallons 


J  Reprinted  by  permission  from  The  Canadian  Standard  Efficiency  Training 
“Manual  for  Trail  Rangers,”  copyrighted,  Canada,  1918,  by  the  Committee  on 
Canadian  Standard  Efficiency  Training. 


a 


284 


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Mix  the  bran  and  Paris  green  (or  white  arsenic)  thoroughly 
while  dry,  in  a  wash  tub.  Dissolve  the  molasses  in  the  water  and 
wet  the  bran  and  poison  with  the  same,  stirring  well  so  as  to 
dampen  the  bran  thoroughly. 

The  mixture  should  be  applied  thinly  as  soon  as  cutworms’ 
injury  is  noticed.  It  is  important,  too,  that  the  mixture  be 
scattered  after  sundown,  so  that  it  will  be  in  the  very  best  con¬ 
dition  when  the  cutworms  come  out  to  feed  at  night.  For 
protecting  hoed  crops,  such  as  beets  and  turnips,  a  simple 
method  is  to  have  a  sack  filled  with  the  bran  hung  around  the 
neck  and  by  walking  between  the  rows,  and  using  both  hands, 
the  mixture  may  be  scattered  along  the  row  on  either  side.  In 
small  gardens  a  small  quantity  of  the  poisoned  bait  may  be  put 
around  each  plant,  but  should  not  touch  the  plants. 

Plant  Lice 

There  are  few  kinds  of  vegetables  or  other  garden  plants 
which  are  free  from  injury  by  the  various  species  of  plant  lice, 

known  also  as  “Aphis” 
and  “Green  Fly,”  some 
kinds  of  which  are  green, 
others  dark  colored,  and 
some  even  red.  All  are 
sucking  insects  and  live 
solely  on  the  juice  which 
they  suck  from  the  plants. 

Garden  plants  should  be 
examined  for  their  pres¬ 
ence  at  frequent  intervals 
in  early  spring.  The  un¬ 
der  side  of  leaves  and  the  upper  portions  of  stems  are  the  chief 
places.  When  these  insects  are  noticed  the  plants  should  be 
sprayed  with  an  insecticide  which  kills  by  contact,  such  as 
whale-oil  soap  or  nicotine  sulphate  (forty  per  cent).  Whale-oil 
soap,  which  is  dissolved  in  boiling  water,  should  be  used  in 
the  strength  of  one  pound  to  six  gallons  of  water  for  greenish 
plant  lice  and  in  the  strength  of  one  pound  to  four  gallons  of 
water  for  dark  plant  lice.  Nicotine  sulphate  sold  by  seedsmen 
should  be  used  in  the  strength  recommended  on  the  can. 


Plant  Lice.  1  and  2,  male;  3  and  4,  female; 
1  and  3  about  life  size 


HOW  TO  HAVE  A  GOOD  GARDEN 


285 


Flea  Beetles 

The  small,  dark-colored  “flea  beetles,”  so  called  from  their 
habit  of  leaping  or  jumping,  are  from  one-twentieth  to  one- 
quarter  of  an  inch  in  length.  They  eat  holes  in  the 
leaves  of  turnips,  radishes,  potatoes,  tomatoes, 
cabbages,  beans,  and  other  vegetables.  They  are 
most  injurious  in  spring,  at  which  time  the  young 
seed  leaves  are  often  very  quickly  destroyed. 

Infested  plants  should  be  sprayed  with  an  arseni¬ 
cal  mixture  containing  either  Paris  green  or  pow¬ 
dered  arsenate  of  lead.  The  former  should  be  used 
in  the  strength  of  four  ounces  to  forty  gallons  of 
water,  with  about  half  a  pound  of  fresh  lime  added. 

Where  only  a  few  plants  are^being  treated  one  tea¬ 
spoonful,  with  about  the  same  quantity  of  lime,  to  , 

a  pail  ol  water,  is  sufficient.  Powdered  arsenate  of  small  figure's  actui  size 
lead  is  used  in  the  strength  of  two  pounds  to  forty  gallons  of 
water.  For  use  in  small  gardens  one  dessert-spoonful  is  sufficient 
for  one  gallon  of  water. 

Root  Maggots 

In  spring,  when  cabbages  and  cauliflowers  are  set  out  or  when 
radishes  and  onions  appear  above  the  soil,  small  flies,  somewhat 
resembling  the  common  house-fly,  but  rather  smaller  and  more 
slender,  may  be  seen  flying  about  close  to  the  ground,  depositing 
small  white  eggs  on  the  stems  of  the  plants  or  adjacent  thereto. 

These  eggs  hatch  in  a  few  days  and  the  small  white  maggot, 
known  as  a  root  maggot,  at  once  burrows  and  destroys  the 
roots. 

Cabbages  and  cauliflowers  may  be  protected  from  injury  by 
placing  a  disc  made  of  one-ply  tarred  felt-paper  around  the  stems 
at  the  time  the  plants  are  set  out.  Square  discs  for  this  purpose 
are  easily  cut  out  with  a  sharp  knife.  They  should  be  two  and 
a  half  inches  square  with  a  slit  running  from  one  side  to  about 
one-quarter  of  an  inch  beyond  the  center  and  a  cross  cut  made 
at  the  center,  extending  one-quarter  of  an  inch  on  either  side. 

In  placing  the  disc  one  side  is  raised  sufficiently  to  allow  the 


286 


HANDBOOK  FOR  COMRADES 


parts  of  the  star  in  the  center  of  the  disc  to  point  upwards  and 
thus  fit  close  to  the  stem.  The  whole  disc  is  then  pressed  down 
firmly  so  that  it  will  rest  evenly  on  the  ground. 

In  small  gardens,  radishes  and  onions  may  be  largely  protected 
by  watering  them,  once  a  week  until  they  are  ready  for  the 
table,  with  a  decoction  of  fresh  pyrethrum  insect  powder  or  wild 
hellebore,  two  ounces  to  each  gallon  of  water.  The  first  appli¬ 
cation  should  be  made  when  the  plants  appear  above  the  ground. 


The  Cabbage  Butterfly 


The  green  caterpillar  of  the  white  butterfly,  generally  called 
the  cabbage  worm,  destroys  large  numbers  of  cabbages  every 

year.  The  butterflies  are  common  in  gar¬ 
dens,  where  they  may  be  seen  depositing 
their  eggs  on  the  leaves  of  cabbages, 
cauliflowers,  and  turnips.  Dusting  the 
infested  plants  with  fresh  pyrethrum  in¬ 
sect  powder  and  cheap  flour  (air-slaked 
lime  or  other  dry  diluent),  one  part  of 
the  former  in  four  of  the  latter,  is  a  useful 
remedy.  The  powder  and  flour,  after 
thoroughly  mixing,  should  be  kept  in  a  tight  vessel  for  twenty- 
four  hours  before  using.  The  mixture  may  be  applied  with  a 
duster  sold  by  seedmen,  or  from  a  cheesecloth  bag  on  the  end 
of  a  short  stick,  the  operator  holding  the  bag  over  the  plants 
and  tapping  the  stick  with  a  cane  held  in  the  other  hand  as  he 
walks  along  the  rows. 


The  Colorado  Potato  Beetle 

Towards  the  end  of  May  and  early  in  June  the  female  potato 
beetles  lay  clusters  of  bright,  orange-colored  eggs  on  the  under 
sides  of  the  leaves,  which  soon  hatch  into  the  well-known  dark- 
colored  grubs.  There  are  several  generations  during  the  season. 
We  have  found  the  following  poisoned  spray  an  excellent  one 
to  control  this  insect:  eight  ounces  of  Paris  green  and  one 


HOW  TO  HAVE  A  GOOD  GARDEN 


287 


and  one-half  pounds  of  powdered  arsen¬ 
ate  of  lead  to  forty  gallons  of  water. 
Both  Paris  green  and  arsenate  of  lead  may 
be  used  in  the  well-known  Bordeaux  mix¬ 
ture  and  if  this  is  done  the  above  propor¬ 
tions  are  suitable  for  forty  gallons  of  the 
mixture.  Such  a  poisoned  Bordeaux  mix¬ 
ture  not  only  destroys  the  beetles  and 
grubs  but  also  protects  the  plants  from 
blight  and  rot.  Applications  should  be 
made  in  the  beginning  of  June,  when  the 
beetles  are  first  seen,  then  early  in  June 
and  about  August  1st,  15th,  and  31st. 


The  Potato  Beetle  and  its  work 
grubs  and  adults 


! 


CHAPTER  XV 
PETS 1 

Dogs,  Pigeons,  Chickens,  Rabbits 

Dogs 

Every  boy  loves  a  good  dog,  but  not  every  boy  knows  a  good 
dog  from  a  poor  one.  There  are  dogs  and  dogs,  from  the  five- 
pound  toy  terrier  to  the  gigantic  two-hundred-pound  St.  Bernard. 

Darwin  says  that  all  of  the  domestic  dogs  of  the 
world  descended  from  two  well-defined  species  of 
wolf.  Our  northern  Indians  and  White  Trail 
Rangers  through  the  Canadian  woods  who  use 
dog  trains  know  that  their  dogs  will  breed  freely 
with  the  wolves.  It  has  taken  many  years  of 
breeding  to  develop  the  intelligent  animals  that 
we  now  possess.  A  breed  of  dog  something  like 
the  greyhound  is  figured  on  the  Egyptian  monu¬ 
ments  of  3400  B.  C.  and  long  before  the  historical 
period  of  Europe  there  is  evidence  that  man  possessed 
the  dog. 

There  can  be  no  doubt  that  the  existing  varieties  of  the  dog 
have  been  produced  by  crossing  and  selection,  chiefly  aided  by 
the  influence  of  all  that  enters  into  the  term  “environment” 

Every  breed  of  dog  now  has  a  “standard,”  which  is  a  descrip¬ 
tion  of  the  characteristics  of  that  breed.  There  are  many  books 
about  dogs,  which  may  be  obtained  from  any  progressive  book- 
dealer.  The  boy  who  wants  to  exhibit  his  dog  must  know  the 
judging  points.  These  are  based  on  an  imaginary  perfect  dog 
of  that  particular  breed.  In  selecting  a  dog  it  is  well  to  remember 

1  Reprinted  by  permission  from  The  Canadian  Standard  Efficiency  Training 
“Manual  for  Trail  Rangers,”  copyrighted,  Canada,  1918,  by  the  Committee  on 
Canadian  Standard  Efficiency  Training. 


PETS 


289 


that  a  mongrel  costs  as  much  to  keep  as 
a  thoroughbred,  and  while  the  former 
may  be  as  intelligent  as  any  blue-blood, 
there  is  always  more  satisfaction  in  the 
possession  of  a  handsome,  well-bred 
animal. 

The  individual  taste  of  each  boy 
should  decide  his  selection  of  a  dog,  but, 
generally  speaking,  the  city  and  town 

boy  will  do  well  to  select  one  of  the  smaller  or  medium-sized 
breeds  with  short  hair.  They  are  less  troublesome  around  the 
house  and  neighborhood.  If  a  thoroughbred  dog  is  purchased, 
care  should  be  taken  to  get  the  pedigree. 

The  housing  of  a  dog  is  most  important.  If  a  dog  is  to  look 
well  and  show  off  to  the  best  advantage,  he  must  have  a  com¬ 
fortable  home.  It  must  be  well  ventilated,  clean,  and  have  a 
southern  exposure  that  will  allow  the  health-giving  sunshine  to 
do.  its  work.  Coarse  straw  forms  the  best  bedding. 

Never  use  hay  or  fine  grass.  The  kennel  should  be 
cleaned  each  morning. 

Puppies  may  be  taken  from  their  mother  at  the 
age  of  five  to  seven  weeks.  They  should  then  be 
given  milk  five  or  six  times  a  day.  Soon  a  little  Scottish  Terri er 
bread  or  puppy  biscuit  may  be  soaked  in  the  milk.  At  six 
months  scraps  from  the  table  may  be  given  with  an  occasional 
ration  of  meat.  The  uneaten  food  should  always  be  removed  as 
soon  as  the  dog  has  finished.  Three  meals  a  day  are  now  suffi¬ 
cient  and  this  can  later  b£  tapered  off  to  one  good  meal  each 
evening,  with  a  small  “hand-out”  at  breakfast  time.,  A  dog 
should  be  taught  house  manners  soon  after 
he  is  four  months  old.  A  little  patience, 
tempered  with  firmness,  will  be  necessary. 

Two  extreme  views  have  long  been  enter¬ 
tained  in  regard  to  the  training  of  a  dog:  the 
one  that  he  is  a  wild,  wayward  creature  to  be 
“broken”;  the  other  that  he  needs  no  special 
correction  if  properly  taught  at  first.  Neither 
is  quite  correct. 


English  Setter 


290 


HANDBOOK  FOR  COMRADES 


A  puppy,  like  a  boy  full  of  life,  tends  to  do 
exactly  as  his  impulses  urge  him  till  the 
highest  mature  power,  a  desire  to  please  his 
master,  is  substituted.  It  follows  that  a 
puppy  cannot  be  too  soon  led  to  understand 
vi.  that  he  has  a  master,  kind,  honest,  intelligent, 

By  observing  the  following  principles, 
almost  any  puppy  may  be  taught  to  perform  several  entertaining 
tricks  such  as  to  roll  over,  sit  up  and  beg,  jump  through  a  hoop 
or  over  a  stick,  retrieve  a  ball  or  stick,  and  walk  on  his  hind  legs. 

The  boy  who  is  successful  in  training  his  dog  will  in  all  proba¬ 
bility  be  just  as  successful  in  bringing  up  his  own  boys  when  he 
becomes  a  man,  because  the  puppy  must  be  treated  very  much 
as  one  should  treat  a  boy. 

It  is  a  well-known  law  of  the  nervous 
system  that  what  has  happened  once  is 
likely  to  occur  again  under  the  same  cir¬ 
cumstances;  hence,  in  the  training  of  the 
puppy,  first  experiences  are  of  great  impor¬ 
tance  and  they  should  not  be  allowed  to 
form  habits  which  will  later  need  correction. 
Let  him  from  the  first  be  encouraged  in 
cleanliness,  self-respect,  love  of  esteem,  respect 
for  the  rights  of  other  puppies,  and  obedience  to  his  master. 

Very  early  begin  to  instill  into  him  lessons  of  restraint,  but 
only  for  the  briefest  periods,  for  he  is  yet  weak  in  brain  and  will 
power,  though  strong  in  instincts  and  impulses.  The  master  or 
trainer  must  not  be  associated  in  his  mind  with  unpleasantness. 
Do  not,  therefore,  punish  him,  but  let  him  learn  almost  uncon- 

sciously  that  certain  actions  bring  certain 
pleasures.  It  is  well  to  carry  a  bit  of 
biscuit,  cheese,  or  a  very  small  particle  of 
meat  to  reward  him  for  first  performances. 
Later  a  loving  pat  will  suffice. 

The  trainer  should  never  undertake  what 
he  is  not  reasonably  sure  of  accomplishing, 
and  the  first  aim  should  always  be  to  get 


Irish  Setter 


Bloodhound 


PETS 


291 


the  dog’s  attention  and  interest.  If  it  is  evident  that  he  under¬ 
stands,  he  must  be  made  to  obey;  gentle  compulsion  when  once 
the  purpose  is  understood  may  be  exercised,  but  he  must  not  be 
whipped,  as  that  will  make  the  whole  set  of  associations  un¬ 
pleasant.  Gently  drag  him  by  the  neck  or  carry  through  the 
performance,  and  then  reward  him  at  its  completion,  as  if  he  had 
done  it  voluntarily.  He  must  be  made  to  feel  that 
obedience  to  what  is  right  brings  pleasure  and  that 
disobedience  produces  a  sense  of  unpleasantness. 

It  must  be  remembered  that  all  lessons  require 
frequent  repetition;  “little  and  often”  is  one  of  the 
first  principles  in  training.  With  puppies,  as  with 
boys,  example  is  strong  for  both  good  and  evil. 

A  steady*,  old,  well-trained  dog  is  invaluable,  while  a  diso¬ 
bedient,  headstrong  one  will  most  assuredly  ruin  a  good  puppy. 

If  a  boy  intends  to  enter  his  dog  in  the  show  he  should  know 
that  many  prize  winners  have  been  beaten,  not  because  they  did 
not  have  the  points,  but  because  of  poor  show  condition.  This 
means  perfect  health — the  result  of  good  housing,  good  food, 
plenty  of  exercise,  fresh  air,  and  cleanliness. 

The  grooming  of  show  dogs  should  be  regular.  Ten  minutes 
should  be  devoted  to  this  every  day,  first  with  a  dandy-brush, 
then  with  a  rough  towel.  Long-haired  dogs  should  be  combed 
frequently  and  given  an  occasional  application  of  some  hair  tonic. 

Washing  should  not  take  place  more  often  than  once  a  week, 
and  at  least  two  days  should  be  left  between  the  last  wash  and 
the  show  to  enable  the  hair  to  recover  its  luster.  Care  should 
'Ibe  taken  to  dry  thoroughly  all  long-haired  dogs  before  putting 
them  in  the  kennel.  It  is  not  sufficient  ior  a  dog  new  to  the 
show  ring  simply  to  be  in  good  condition.  He  must  go  through  a 
suitable  course  of  training,  otherwise  he  will  refuse  to  show 
himself  off  properly  in  the  ring  and  entirely  fail  to  exhibit  his  good 
points. 

He  must  be  practiced,  preferably  in  the  presence  of  other  dogs, 
in  all  the  routine  of  the  ring.  Teach  him  to  lead  and  to  stand 
still  when  required,  and  to  start  out  well,  covering  a  lot  of  ground 
like  a  well-trained  hackney.  Some  owners  fit  up  miniature  show 
rings  and  benches  and  thus  accustom  their  dogs  to  the  ordeal. 


292 


HANDBOOK  FOR  COMRADES 


Trumpeter 


Pigeons 

There  is  nothing  dearer  to  the  heart 
of  a  boy  than  the  ownership  of  a  dog, 
rabbits,  guinea  pigs,  or  pigeons.  Giv¬ 
ing  care  and  attention  to  such  pets 
brings  its  own  reward.  When  a  boy 
loves  his  pets  he  does  not  need  to  be 
told  to  be  kind  to  them.  He  will 
tenderly  care  for  these  beautiful  crea¬ 
tions  of  God  and  bestow  on  them  the 
attention  that  their  helpfulness  calls 
for. 

In  raising  any  kind  of  pets  one  of 
the  chief  joys  is  in  exhibiting  them  at 
a  show.  It  is  there  that  one  meets 
others  interested  in  the  same  hobby 
and  the  exchange  of  ideas  as  well  as  exchange  of  stock  is  a  source 
of  intense  delight. 

In  the  raising  of  pigeons  a  boy  may  choose  three  objectives — 
raising  them  for  show  purposes,  for  racing,  or  for  the  market  as 
squabs.  Those  who  want  to  breed  show  birds  have  many  varie¬ 
ties  to  choose  from  and  the  decision  with  each  boy  should  rest  on 
his  own  individual  taste.  If  one  goes  into  the  racing  game  he  is 
limited  to  the  homers,  of  which  there  are  several  types.  This  is  a 
most  fascinating  pastime,  provided  that  several  boys  in  a  com¬ 
munity  are  engaged  in  it.  Fattening  pigeons  for  table  use  may 

prove  more  profitable,  but  the  average  boy 
revolts  against  the  thought  of  slaughtering 
the  pretty  little  creatures  which  have  given 
him  such  happiness. 

Any  boy  with  a  taste  for  carpentering  and 
a  slight  knowledge  of  tools  can  erect  a  pigeon 
loft.  Very  often  available  space  will  be 
found  in  the  upper  part  of  a  woodshed, 
chicken-house,  the  barn,  or  stable,  in  which 
case  an  opening  in  the  south  side  of  the  buil¬ 
ding  with  a  trap  door  and  a  landing  shelf 
will  be  all  the  outside  construction  necessary. 
Carrier  Inside,  the  partition  should  allow  for  a 


PETS 


293 


Pouter 


space  about  five  by  ten  feet  and  four  to  six  feet  high. 

This  will  accommodate  from  six  to  eight  pairs  of 
birds.  The  back  should  be  boarded  in,  one  end 
covered  with  fine  wire  netting,  and  a  door  made  in 
the  other  end.  This  will  provide  plenty  of  ventila¬ 
tion  and  allow  free  access  for  cleaning. 

Perches  should  be  put  up  along  the  back  of  the 
loft.  The  best  kinds  of  perches  are  shaped  like  the 
letter-boxes  in  a  country  store,  each  box  perch  allow¬ 
ing  room  for  one  bird  only.  These  should  be  made 
of  boards  four  inches  wide.  The  height  and  width 
will  depend  on  the  size  of  the  breed  of  pigeons.  Place 
the  perches  in  the  upper  part  of  the  loft,  leaving 
plenty  of  space  for  the  nesting  shelves  underneath. 

These  should  be  arranged  in  two  or  three  rows,  ex¬ 
tending  the  full  length  of  the  back  of  the  loft.  Make 
them  one  foot  wide,  three  feet  long,  and  eighteen 
inches  apart.  Two  doors,  each  one  foot  wide,  should 
be  placed  at  each  end  of  every  nest,  thus  leaving  a  space  for  one 
foot  in  the  center.  The  birds  will  lay  alternately  at  either  end  of 
the  nest  behind  the  doors,  which  can  be  opened  for  cleaning.  If 
an  earthenware  nest  pan  with  some  pure  sawdust  is  provided 
it  will  be  possible  to  keep  the  nests  much  cleaner  than  if  the  birds 
are  allowed  to  build  on  the  shelves. 

Three  pairing-up  pens  one  foot  deep,  two  feet  long,  and  two 
feet  high  should  also  be  built.  They  may  be  placed  under  the 
nest  shelves. 

If  the  loft  cannot  be  built  in  some  building, 
a  suitable  place  may  be  erected  in  any  backyard, 
following  the  same  instructions  with  the  exception 
of  the  height,  which  should  be  at  least  six  feet,  and 
instead  of  leaving  one  end  covered  with  wire  net¬ 
ting,  a  hinged  window  three  feet  square  should  be 
placed  there.  This  space  should  be  covered  with 
the  netting,  so  that  when  the  window  is  hinged  back 
for  ventilating  purposes  the  birds  cannot  escape. 

If  the  start  is  made  with  young  birds,  all  that  is 
necessary  is  to  keep  them  shut  up  for  a  couple  of 
weeks.  Jacobin 


294 


HANDBOOK  FOR  COMRADES 


Magpie 


The  birds  it  is  decided  to  pair  together 
should  be  placed  in  the  pairing  pens.  When 
it  is  seen  that  they  have  mated  they  may  be 
allowed  to  take  possession  of  one  of  the 
nest-boxes.  Two  eggs  are  laid,  which  take 
from  seventeen  to  nineteen  days  to  hatch. 
The  hen  bird  covers  the  eggs  most  of  the 
.  time,  but  each  morning  the  rooster  takes  his 
turn  while  his  mate  gets  some  food  and  exer¬ 
cise.  The  young  are  fed  by  the  old  birds 
with  a  secretion  that  comes  from  the  crop. 
Barley  is  considered  the  best  grain  for 
pigeons,  although  any  ordinary  chicken  feed  is  quite  suitable. 

The  war  brought  the  homing  or  roving  pigeon  before  the 
attention  of  the  general  public.  However,  for  many  years  long 

distance  pigeon-flying  has  been  an  outstanding 
hobby  throughout  Europe,  especially  in 
Belgium. 

In  selecting  racing  birds  the  color  is  of  no 
importance,  but  wings  should  be  strong,  broad, 
and  long,  the  chest  deep,  giving  good  lung 
power,  and  the  skull  broad,  showing  a  well- 
developed  brain.  Another  point  that  should 
be  noted  is  the  prominence  and  brightness  of 
the  eyes. 

In  order  to  improve  the  strain,  the  fastest 
rooster  in  the  loft  should  be  mated  with  the  fastest  hen.  In  this 
way  birds  are  bred  that  will  beat  the  performances  of  their 
parents. 

In  training  young  birds  for  racing,  start  them 
first  about  a  mile  from  home;  a  few  days  later 
double  the  distance,  taking  them  in  the  same 
direction.  By  doubling  the  distance  each  time  it 
will  not  be  long  before  the  birds  are  flying  from 
fifty  to  seventy-five  miles.  This  is  far  enough  for 
any  bird  under  one  year,  but  two-year-olds  may 
be  sent  three  hundred  miles.  Birds  intended  for 
longer  flights  must  be  older  and  more  experienced. 
Short-faced,  Tumbler  Among  the  show  pigeons,  the  Fantail  is  the  best 


Fantail 


PETS 


295 


known.  The  chief  points  in  judging  are  the 
tail  and  back,  which  give  the  bird  a  proud 
air. 

The  Pouter:  The  carriage,  the  legs,  and 
the  crop  are  important  matters  in  these 
birds.  The  best  pouters  stand  upright  so 
that  the  eye  is  in  a  vertical  line  with  the 
lower  legs,  which  must  be  covered  with 
feathers  to  the  feet.  The  size  and  roundness 
of  the  crop  are  given  no  little  consideration 
by  the  judge. 

The  Jacobin:  The  ruff  or  hood  of  this 
well-dressed  little  bird  is  the  chief  point  of 
attention  for  the  fancier,  although  the 
general  carriage  is  also  important. 

The  Magpie:  The  colors  and  markings 
of  these  birds  count  for  much,  although 
they  come  in  black,  duns,  silvers,  reds, 
yellows,  and  blues.  They  are  very 
beautiful.  The  carriage  is  graceful,  the 
head  long  and  thin  and  round  on  top. 
The  eyes  are  white,  with  an  intensely 
black  pupil. 

The  Barb:  This  is  a  difficult  pigeon  to 
breed.  The  eye  wattle  forms  the  side  of 
the  head.  The  beak  wattle  is  not 
supposed  to  be  large.  The  legs  are  short, 
giving  the  bird  a  stubby  appearance. 

The  Tumbler:  There  are  many  varieties 
of  this  pigeon,  which  may  be  classified 
under  the  long-faced  and  short-faced  types. 
The  most  popular  are  the  Beard,  the 
Mottled,  and  the  Almond. 

The  Turbit:  This  small,  erect  bird  is 
white,  with  the  exception  of  its  wings  which 
may  be  black,  yellow,  blue,  or  red.  The 
peak  on  the  head  springs  from  the  mane  and 
extends  slightly  beyond  the  top  of  the  skull. 
The  larger  the  gullet  and  frill  the  better. 


T  urbit 


Dragon 


296 


HANDBOOK  FOR  COMRADES 


English  Owl 


The  Antwerp:  There  are  three  varieties — 
the  short,  medium,  and  long-faced.  The  colors 
vary  and  the  head  is  the  judging  feature  of  this 
breed,  which  must  be  large  and  well  rounded, 
the  beak  short  and  stubby.  The  chest  must 
be  broad  and  the  entire  bird  large  and  well 
developed. 

The  Dragon:  This  is  a  very  active,  hardy 
bird  with  a  head  that  receives  most  attention 
in  the  show  pen.  The  beak  is  thick  and  the 
wattles  broad  at  the  base,  narrowing  towards  the  point  of  the 
beak.  The  neck  is  short  and  thick.  The  colors  include  blue, 
red,  yellow,  grizzles,  silvers,  and  checked. 

The  Owl:  This  pigeon  is  small,  with  a  well-rounded  head.  The 
beak  should  be  broad  and  short.  The  legs  are  short  and  the  bird 
should  exhibit  his  frill  with  a  suggestion  of  pride.  The  colors  vary. 

The  Homer:  The  Show  Homer  is  a  smart¬ 
looking,  active  pigeon  that  is  hardy  enough 
for  any  boy  to  experiment  with.  There  are 
several  colors  and  the  head  is  the  most 
important  of  the  judging  points.  It  must 
be  round  from  the  back  to  the  top  of  the 
beak  and  the  beak  must  follow  on  with  a 
curve,  so  as  to  give  the  appearance  of  a 
circle  from  the  points  of  the  beak  to  the 
back  of  the  head. 


Keeping  a  Pen  of  Poultry 

It  is  doubtful  whether  there  is  any  line  of  work  in  which  a  boy 
may  engage  which  will  afford  greater  opportunities  of  becoming 
acquainted  with  nature  and  develop  keener  powers  of  observation 
than  looking  after  a  flock  of  chickens.  It  provides  a  good  chance 
to  do  something  worth  while  in  helping  to  increase  the  national 
food  supply;  it  gives  a  splendid  introduction  to  a  business  train¬ 
ing  in  a  small  way,  and  it  furnishes  enough  eggs  for  breakfast 
almost  the  year  round. 


PETS 


297 


Monarch  of  the  Roost 


A  liking  for  chickens,  a  natural  adaptability 
for  looking  after  them,  and  willingness  to  work, 
form  the  foundation  for  successful  poultry¬ 
keeping.  Success  depends  entirely  on  the 
faithful  performance  of  all  the  required  details. 

Chickens  respond  quickly  to  good  treatment. 

They  will  also  show  the  effects  of  neglect  more 
quickly  than  any  other  kind  of  stock.  The 
things  that  need  doing  can  only  be  seen  if  the 
boy  is  fully  alive  to  what  is  going  on  around 
him,  and  it  is  noticing  and  caring  for  the  little 
things  that  will  bring  success. 

Chickens  respond  more  quickly  to  good 
treatment  than  any  other  class  of  stock.  A  boy 
will  find  a  flock  of  hens  one  of  the  most  interesting  lines  of  study. 
Each  bird  has  an  individuality  of  its  own,  the  same  as  a  human 
being.  There  are  no  two  birds  alike.  Chickens  are  more  or  less 
sociable  in  nature  and  appreciate  frequent  visits  to  their  house. 
A  good  poultryman  gets  to  know  each  one  of  his  birds,  and  they 
get  to  know  him.  The  fancier  studies  the  habits  or  traits  of 
character  in  each  of  his  birds,  and  then  proceeds  to  fit  and  train 
each  one  so  that  it  will  show  to  best  advantage  in  the  show  room. 
A  few  minutes  spent  in  the  poultry-house  each  day  will  do  won¬ 
ders  in  the  way  of  helping  one  to  know  the  nature  and  habits 
of  the  birds. 

With  many  a  boy  the  question  of  earning  a  little 
extra  money  is  an  important  thing.  Poultry-keeping 
will  lend  itself  to  this.  Quite  a  good-sized  bank 
account  can  be  earned  in  a  few  years  by  keeping 
poultry.  The  returns  in  eggs  depend  almost  entirely 
on  the  work  done  with  the  flock  and  how  they  are 
fed  and  housed.  Under  proper  conditions  any 
flock  can  be  made  to  pay  well  for  the  feed,  time,  and 
labor  expended. 

By  way  of  developing  keener  powers  of  observation  we  might 
point  out  that  there  are  no  less  than  fifty  recognized  pure-bred 
breeds  of  poultry,  and  within  these  breeds  over  two  hundred 
varieties  and  sub-varieties.  This  classification  is  made  on  type 
or  shape,  color,  feather  markings,  type  of  comb,  color  of  ear- 


Rhode  Island  Red  Hen 


298 


HANDBOOK  FOR  COMRADES 


lobes,  color  of  legs  and  feet,  and  color  of  eggs  laid.  A  breed  is 
generally  known  by  its  type  or  shape,  and  the  general  charac¬ 
teristics  such  as  comb,  ear-lobes,  and  color  of  legs  and  feet.  A 
variety  within  a  breed  is  generally  known  by  its  color.  In  almost 
all  breeds  there  is  a  white  variety,  a  buff,  and  a  black.  A  boy 
can  get  a  fine  opportunity  to  develop  keen  powers  of  observation 
by  studying  breeds  and  varieties.  This  in  turn  should  be  fol¬ 
lowed  by  a  study  of  the  uses  of  the  different  breeds.  Some  are 
specially  adapted  for  egg  production,  others  for  meat  production. 
We  have  breeds  which  will  lay  well  and  also  dress  out  a  good- 
sized  carcass  for  table  use.  These  are  known  as  general-purpose 
or  utility  breeds. 


Coming  to  the  practical  side  of  poultry¬ 
keeping,  there  are  a  few  factors  which  must 
be  considered  essential.  The  house,  the  stock, 
the  feed,  and  the  care,  are  the  four  most 
important. 

A  good  poultry-house  must  be  well  lighted, 
have  plenty  of  fresh  air,  be  well  ventilated,  free 
from  draughts,  and  dry.  In  addition,  it  should 
not  be  too  costly,  and  yet  should  be  in  keeping 
with  the  surroundings.  It  is  not  necessary  to 
Plymouth  Rock  Rooster  build  it  so  that  water  will  not  freeze.  Fresh  air, 
even  if  it  is  cold,  will  not  hurt  hens,  provided  it  is  dry  air  and  does 
not  blow  over  the  birds.  Sunlight  is  important,  as  it  is  the  best 
disinfectant.  Plenty  of  bright  sunlight  will  help  to  keep  the 
house  dry,  sweet,  and  clean.  A  combination  of  the  points  men¬ 
tioned  will  go  a  long  way  in  keeping  hens  strong,  vigorous,  and 
healthy.  Light  or  sandy  soil  is  best  suited  for  a  poultry  run. 
Where  the  soil  is  heavy  it  should  be  well  drained  and  will  require 
to  be  spaded  during  the  summer  months.  Spading  the  soil  in 
any  poultry  yard  will  help  to  keep  it  sweet  and  clean.  Adding 
air-slaked  lime  while  spading  makes  this  process  still  more 
effective. 

The  main  object  is  to  get  eggs — the  largest  number  at  minimum 
cost.  Not  all  hens  are  good  layers.  There  is  no  best  breed  for 
egg  production.  The  majority  of  breeds  will,  however,  give  a 
fair  egg  yield,  if  looked  after  properly.  There  is  more  in  strain 
or  in  family  than  in  breed,  when  it  comes  to  heavy  laying.  Care- 


PETS  299 

ful  selection  of  the  best  layers  each  year  will  enable  one  to  build 
up  a  heavy  laying  strain  in  almost  any  breed. 

For  general-purpose  breeds  the  Plymouth  Rocks,  Wyandottes, 

Rhode  Island  Reds,  and  Orpingtons  are  best.  The  following 
varieties  are  the  most  popular — Barred  Plymouth  Rocks,  White 
Wyandottes,  Single  Comb  Reds,  and  Buff  Orpingtons.  Others, 
while  probably  almost  as  good,  have  as  yet  not  been  able  to  gain 
the  same  popularity.  A  choice  might  be  made  on  color  only,  or 
on  breed  characteristics.  They  all  dress  out  good  table  birds  and, 
as  far  as  laying  goes,  a  heavy  laying  strain  may  be  developed  in 
any  of  them. 

For  eggs  alone  the  Single  Comb  White  Leghorn  seems 
to  be  the  favorite.  They  are  especially  well  adapted  for 
backyard  conditions,  as  they  will  thrive  in  restricted 
enclosures  which  are  not  suitable  for  some  of  the 
heavier  breeds.  The  selection  of  a  breed  must  depend 
a  good  deal  on  likes  and  dislikes  and  what  the  object  is 
in  keeping  a  flock.  From  a  fancier’s  standpoint  the 
choice  might  fall  outside  of  these  breeds  entirely. 

In  feeding  a  flock  it  is  necessary  to  give  four  things:  Butf°rt>instonHen 
(a)  hard  grain,  (b)  green  food,  (c)  animal  or  meat  food,  and  (d) 
mineral  food. 

For  hard-grain  feed  wheat  and  cracked  corn  are  best.  They 
should  be  mixed  in  equal  quantities  for  winter,  and  two  of  wheat 
to  one  of  corn  for  summer  feeding.  Barley  and  oats,  although 
coarser  grain,  may  be  used  to  good  advantage.  Where  the  feed 
has  to  be  bought  there  is  but  little  advantage  in  using  these,  as 
they  are  in  many  cases  higher  in  price  than  feed 
wheat  and  corn.  Hard  grain  should  be  fed  in 
straw  where  the  hens  have  to  scratch  for  it. 

Exercise  is  necessary  to  keep  birds  healthy.  Feed 
at  the  rate  of  one  good  handful  to  two  hens  twice 
a  day.  Oats  are  best  fed  in  the  crushed  or  rolled 
form,  with  the  hull  still  adhering  to  the  kernel. 

Feed  them  as  a  dry  mash  in  a  hopper  where  the 

1  ,  1  ,  1  White  Leghorn  Hen 

hens  can  eat  all  they  want  at  any  time,  but  make 

them  scratch  and  hunt  for  the  hard  grain.  Add  about  one  per 
cent  of  charcoal  to  the  crushed  oats.  This  acts  in  the  digestive 


300 


HANDBOOK  FOR  COMRADES 


system  as  an  absorbent  of  bad  gases.  Feeding  barley  boiled  will 
make  it  more  palatable. 

Green  food  can  easily  be  secured  in  the  summer  in  the  form  of 
lawn  clippings,  sod,  sprouted  oats,  and  so  on.  For  winter  use 
scalded  lawn  clippings  mixed  with  a  bran  mash  make  a  very  good 
food.  Feed  this  mash  once  a  day.  Cabbage,  mangels,  or  turnips 
(uncooked)  are  also  very  good.  Oats  can  be  sprouted  near  the 
furnace  or  stove  and  fed  as  a  green  feed  in  winter.  The  yard  or 
run  can  be  seeded  down  with  oats  early  in  spring  if  sufficient 
space  is  available.-  Rape  sown  in  the  yard  will  also  make  a  good 
green  food.  * 

Meat  or  animal  food  is  best  fed  in  the  form  of  buttermilk  or 
skim  milk,  but  under  ordinary  circumstances  these  are  not 
available.  Table  scraps  may  take  the  place  of  milk,  and  can  be 
mixed  in  with  the  bran  mash.  Beef  scrap  or  cut  green  bone  are 
the  two  common  forms  of  meat  fed  by  backyard  poultry-keepers. 
Some  meat  food  is  necessary  to  balance  the  feed  and  to  make 
hens  lay. 


The  ordinary  grains  may  contain  all  the  lime  and 
other  mineral  food  required  while  the  hens  are  not 
laying,  but  when  they  are  in  full  laying  they  must 
have  some  extra  mineral  matter  to  make  egg  shells. 
Oyster  shells  furnish  the  lime  required  and  grit 
furnishes  the  grinding  material  to  enable  the  fowls 
to  masticate  their  food.  Variety  is  another  impor¬ 
tant  consideration.  A  little  bit  of  everything  will 
bring  good  results.  Frequent  changes  from  one  food 
to  another  will  have  the  desired  effect  also. 

The  object  of  feeding  hens  should  be  to  use  as  much  of  the 
otherwise  waste  materials  as  possible  and  conserve  all  food  fit 
for  human  consumption.  Poultry-feeding  should  have  for  its 
object  the  increasing  of  the  national  food  supply. 

With  proper  care  there  will  be  but  little  trouble  with  disease, 
vermin,  and  so  on.  The  general  health  of  the  flock  can  be  main¬ 
tained  by  doing  the  little  things  at  the  right  time.  Clean  houses, 
clean  food,  clean  water,  clean  drinking  pans  and  food  troughs  are 
essential.  Provide  a  good  dust  bath  for  the  hens  to  dust  in  on 
sunny  days.  Dust  the  hens  with  louse  powder  if  the  dust  bath  is 
not  sufficient  to  keep  them  free  from  lice.  For  red  mites  on  the 


White  Wyandotte  Hen 


PETS 


301 


roost  use  equal  parts  of  coal-oil  and  creosote,  or  some  other 
liquid  disinfectant.  Apply  once  a  month,  being  careful  to  paint 
or  spray  well  the  lower  side,  ends,  and  cracks  around  the  perches. 

A  fowl  is  a  high-geared  machine,  and  will  perform  an  enormous 
task  if  properly  looked  after.  Good  treatment  is  responded  to 
readily  and  the  returns  come  quickly.  From  these  facts  we  gather 
that  the  saying,  “What  is  worth  doing  at  all  is  worth  doing  well” 
will  hold  good  in  poultry-keeping.  If  fowl  are  not  properly  cared 
for  and  anything  goes  wrong,  the  injury  done  is  more  disastrous 
and  harder  to  repair  than  with  any  other  line  of  stock. 

Little  chickens  grow  faster  than  any  other  class  of  farm  stock. 
A  chick  weighs  about  an  ounce  and  a  half  when  hatched  and  with 
proper  care  and  good  food  will  weigh  twenty-seven  ounces  at 
eight  weeks  of  age.  This  is  increasing  its  original  weight  eighteen 
times  in  eight  weeks.  A  three-and-a-half-pound  Leghorn  hen 
laying  200  eggs  in  a  year  will  produce  eggs  weighing  seven  times 
her  own  weight.  To  get  these  results  in  either  chicks  or  laying 
hens,  good  care  and  good  food  must  be  given  and  the  other 
requirements  mentioned  above  must  be  met. 

The  hints  on  poultry-keeping  here  given  are  intended  to  show 
what  an  interesting  and  profitable  occupation  it  may  prove  to  be. 
If  the  reader  is  interested  let  him  start  at  once  with  a  few  good 
hens.  If  he  makes  a  success  with  these,  he  may  gradually 
improve  his  equipment  and  increase  his  stock. 


Rabbits  and  Their  Care 

It  is  only  within  the  last  sixty  years  that  pet  fanciers  have 
cultivated  the  rabbit  as  a  hobby.  In  1859  at  Gravesend,  England, 
the  first  show  was  held.  Since  that 
time  hundreds  of  exhibitions  have 
developed  many  species  and  thou¬ 
sands  of  persons  have  found  a 
delightful  hobby  in  keeping  these 
pets. 

There  are  two  main  reasons  for 
boys  undertaking  to  keep  and 
develop  rabbits.  One  object  is  the  pleasure  they  will  get  from 
seeing  them  grow  and  multiply  and  improve  in  quality,  with  the 
added  delight  of  capturing  prizes  which  indicate  that  they  have 


Black  and  White  Lop 


302 


HANDBOOK  FOR  COMRADES 


been  able  to  grow  a  rabbit  nearer  to  the  recognized  standards  of 
excellence  than  those  of  their  competitors.  The  other  object  of 
the  hobby  for  most  rabbit-keepers  is  the  profit  to  be  obtained  for 
the  sale  of  well-bred  stock.  With  small  capital  boys  may  start 
and  not  only  pay  their  way,  but  earn  fair  sums  each  year,  through 
their  industry  and  intelligent  care  of  the  rabbits.  Not  least 
important  in  these  days  of  greater  food  production  is  the  fact 

that  many  are  cultivating  certain 
varieties  of  rabbits  to  be  used  for  food. 

The  careful,  energetic  boy,  before 
investing  the  small  amount  of  capital 
required,  should  secure  the  advice  of 
some  reliable  fancier.  He  will  be  pre¬ 
pared  to  select  healthy  specimens 
with  which  a  lad  may  start.  It  is  very 
unwise  to  buy  from  advertisements  that  look  attractive  or  from 
persons  whose  judgment  is  not  dependable  regarding  this  stock. 

One  must  have  a  place  to  keep  his  pets.  The  rabbitry  will  need 
to  be  well  built,  airy,  and  bright,  both  inside  and  out.  The 
owner  will  take  far  more  enjoyment  out  of  it  if  he  can  plan  and 
build  it  every  bit  himself.  Visit  other  rabbitries.  Read  descrip¬ 
tions  of  approved  buildings  in 
available  books.  Plan  something 
you  will  be  proud  of.  Next  the 
“hutches”  must  be  provided. 
The  majority  of  rabbit  fanciers 
seem  to  consider  the  single  hutch 
the  best,  though  in  some  cases 
three  or  four  may  be  built 
together.  They  must  be  placed  in  the  rabbitry  in  such  a  way 
that  they  may  be  easily  cleaned  and  that  plenty  of  air  will  get  to 
them.  The  door  must  be  of  small  mesh  wire  fastening  securely 
and  opening  easily.  For  mother  rabbits  there  must  be  the  day 
room  and  retiring  room.  Provision  must  be  made  for  the  feed 
pans  and  hay  racks.  In  the  rabbitry  there  should  be  a  grooming 
table,  chairs,  bins  for  food  and  sawdust,  and  a  small  chest  or  cup¬ 
board  for  brushes  and  record  books.  A  most  important  feature 
will  be  for  the  successful  keeper  to  have  an  accurate  register  of 
each  rabbit  and  a  strict  account  of  his  cash. 


Flemish  Giant 


PETS 


303 


Proper  feeding  is  a  most  important  matter.  A  boy  should 
study  his  animals  and  watch  them  closely  to  know  whether  they 
are  getting  proper  food  or  not.  Of  course  he  will  never  fail  to 
feed  regularly  and  just  enough  natural  food — not  artificial — is 
required.  Small  white  oats;  clover,  hay;  crusts  of  rye  bread; 
green  food  like  dandelions,  clover,  lawn  grass;  vegetables,  es¬ 
pecially  green  cauliflower,  leaves,  and  carrot  tops;  milk  occasion¬ 
ally — are  all  recommended  articles  of  diet.  Occasional  change 
of  diet  is  desirable.  An  old  saying,  “Spare  the  hay  and  spoil  the 
hare”  holds. 

There  are  certain  fundamental 
rules  which,  if  regarded,  make  for 
success: 

Rabbits  should  have  plenty  of  air 
but  be  kept  free  from  draughts. 

They  should  be  kept  in  a  tempera¬ 
ture  as  nearly  uniform  as  possible. 

They  should  not  be  kept  where  they  will  be  annoyed  by  dogs, 
cats,  rats,  or  other  animals.  If  they  are  in  a  quiet  place  removed 
from  noises  they  will  thrive  better 

The  rabbitry  and  hutches  must  be  kept  clean.  They  should  be 
disinfected  regularly  and  should  be  washed  with  lime  once  in  a 
while. 

Invalids  should  be  isolated  at  once. 

If  one  rabbit  gets  a  cold  or  any  other 
ailment  it  should  be  removed  at  once, 
so  as  not  to  infect  the  others. 

Rough  handling  will  deter  progress 
very  decidedly.  Therefore  it  should 
be  a  rule  of  the  rabbitry  that  no  one  is 
to  be  rude  or  rough  with  the  pets. 

The  more  care  and  regular  attention 
given  to  the  rabbits,  the  more  certain  will  be  the  results.  They 
have  their  peculiarities,  the  study  of  which  is  most  interesting 
and  contributes  to  success. 

The  careful  study  of  the  problem  of  breeding  is  most  impor¬ 
tant.  They  should  not  be  paired  before  they  have  matured, 
beginning  at  not  earlier  than  eight  or  nine  months  and  most 
authorities  say  when  one  year  old.  They  should  never  be  mated 


Dutch  Marked  Cavy 


304 


HANDBOOK  FOR  COMRADES 


when  in  a  moulty  condition  or  when  there  are  any  signs  of  ill- 
health.  March  is  said  to  be  the  best  time  for  breeding,  while  all 
agree  that  November,  December,  and  January  are  months  in 
which  strong  young  are  not  usually  produced.  After  three  years 
the  offspring  degenerates  and  therefore  older  stock  should  not  be 
allowed  to  breed. 


English 


During  the  thirty  or  thirty-one  days  when 
the  doe  is  in  kindle  she  should  have  special 
attention  from  her  considerate  keeper,  with 
a  good  bed  and  good  food.  The  little  ones 
should  not  be  touched  at  all  for  the  first 
twenty-four  hours  and  very  little  until  they 
are  ten  days  old  and  have  their  eyes  open.  The  hutch  in  which 
they  are  kept  should  be  built  so  they  will  not  fall  out.  When 
they  begin  to  forage  for  themselves,  about  the  fourteenth  day, 
their  food  should  be  supplied  intelligently. 

The  standards  of  excellence 
vary  with  different  varieties 
and  each  well-known  kind  has 
certain  “fine  points”  which  the 
fancier  will  look  for.  The  boy 
~  who  wants  to  make  his  hobby 
distinctive  will  study  his  vari¬ 
ety  and  develop  the  points 
that  are  recognized.  These  are  some  of  the  things  an  expert 
considers  in  judging  a  rabbit:  color,  shape,  size,  general  condi¬ 
tion,  ears,  eyes,  legs,  feet,  ticking  and  markings,  defects  if  any. 

Space  will  not  permit  any  detailed  description  of  the  well- 
known  varieties  of  rabbits.  We  must  be  satisfied  with  the  men¬ 
tion  of  a  few  with  a  fragmentary  comment  or  two,  and  refer  the 
reader  to  such  a  well-known  book  as  “Practical  Rabbit-Keeping” 
by  George  A.  Townsend. 

The  Dutch  rabbit  is  undoubtedly  one  of  the  hardiest,  strong¬ 
est,  and  most  popular  varieties.  It  originated  in  Holland  where 
it  was  bred  for  table  purposes.  It  is  found  in  five  standard  colors 
— black,  blue,  tortoise,  steel,  and  dark  gray,  with  occasionally 
blue-gray  fawns  and  yellow. 

The  Lop-ears  or  Laps  are  among  the  oldest  varieties.  Fifty 
years  ago  twenty  inches  was  considered  a  long  ear  for  this  breed, 


Black  and  White  Dutch 


PETS 


305 


distinguished  largely  by  this  point.  Now  they  frequently  are 
found  with  twenty-eight-inch  ears.  They  are  found  in  two 
classes — “Selfs”  and  “Broken  Colors.” 

To  the  Belgian  more  attention  is  given  by  breeders  than  to 
any  other  variety.  It  resembles  the  wild  hare  and  is  marked  by 
its  bold  clear  eye  and  its  color  of  rich  golden  tan. 

The  Silver  rabbits  come  in  three  classes — grey,  fawn,  and 
brown.  They  are  very  handsome,  bright,  and  lively.  They 
need  the  care  of  specialists  and  should  not  be  chosen  until  one 
has  some  experience  with  keeping  and  caring  for  rabbits. 

The  Angora  is  the  most  beautiful 
and  dainty  of  all  varieties.  What 
a  joy  to  an  average  boy  it  would  be 
to  be  able  to  produce  these  and  to 
keep  them  always  as  pretty  as 
they  should  be. 

The  English  rabbit,  one  of  the 
most  recently  developed  species,  is  Himalayan 

noted  for  its  striking  and  beautiful  markings. 

The  Himalayan  variety  gets  its  name  from  the  fact  that  it 
is  fawn  color,  though  black  and  several  other  varieties  of  the 
species  have  been  shown. 

Illustrations  of  some  of  these  leading  varieties  are  shown  and 
it  will  be  most  interesting  to  rabbit-lovers  to  follow  up  the  sug¬ 
gestions  given  here,  supplementing  them  with  fuller  information 
obtainable  in  manuals  given  over  exclusively  to  the  rabbit  and 
its  care. 


CHAPTER  XVI 


IN  PARTNERSHIP  WITH  YOURSELF— THRIFT 

C.  C.  Robinson 

On  the  very  day  that  this  message  was  being  prepared  for  the 
Comrades  the  newspapers  from  one  end  of  our  land  to  the  other 
came  out  with  this  sort  of  heading,  “The  Nickel’s  Discoverer.” 
These  articles  announced  the  ending  of  a  remarkable  business 
career,  typically  American,  as  wonderful  as  an  Arabian  Nights’ 
tale,  the  story  of  Frank  W.  Woolworth,  whose  death  had  oc¬ 
curred  the  previous  day.  He  was  founder  of  the  amazingly  suc¬ 
cessful  five  and  ten-cent  stores,  and  builder  of  the  Woolworth 
Building  in  New  York,  said  to  be  the  tallest  in  the  whole  world. 

The  significance  of  Mr.  Woolworth’s  career  in  our  consideration 
of  thrift  lies  in  two  facts  -.first,  one  of  the  biggest  businesses  of  a 
country  famous  for  big  business,  all  built  on  the  lowly  nickel  and 
the  dime;  and  second ,  this  famous  merchant’s  humble  beginning 
and  early  struggles. 

He  held  four  different  jobs  before  he  made  good  and  had  his 
wages  reduced  twice  because  his  “services  were  unsatisfactory,” 
but  while  working  for  $8.50  per  week,  with  others  dependent  on 
him,  he  saved  $50  as  his  first  capital  and  during  these  difficult 
days  worked  out  the  idea  that  made  him  famous. 

The  New  York  Tribune  says: 

He  lived  to  see  his  company  operate  1,068  stores  in  the  United 
States  and  to  erect  and  give  his  name  to  the  loftiest  habitable 
edifice  ever  erected.  The  beautiful  structure,  towering  751  feet, 
is  the  familiar  first  sign  and  symbol  of  the  imperial  city  and  its 
material  wonders.  And  all  this  in  a  short  life  from  nickels  and 
ten-cent  pieces — the  Ford  of  the  merchandising  world,  the 
flivver  of  trade!  The  great  fortune  came  from  the  savings  of 
superior  organization  and  a  multitude  of  transactions. 

The  pessimists  steadily  croak  that  the  old  America  is  no 
more — that  opportunity’s  door  is  shut.  But  when  a  leader  of  the 
business  world  dies  and  his  biography  is  read,  there  is  commonly 
a  repetition  of  the  old,  old  story. 


PARTNERSHIP  WITH  YOURSELF— THRIFT  307 


Thrift  is  not  the  hoarding  of  money,  not  merely  the  saving  of 
money.  It  consists  in  careful  use  of  time  and  energy  as  well  as 
money;  but  because  money  represents  stored  energy,  care  in 
money  matters  is  usually  a  key  to  the  development  of  thrift  in 
all  phases  of  a  boy’s  life.  It  does  not  mean  niggardliness  nor 
stinginess;  it  means  giving  up  certain  present  pleasures  for  the 
sake  of  greater  future  satisfactions. 

Thrift  means  power  in  a  boy,  a  man,  or  a  nation.  Learned  men 
call  it  economic  freedom,  or  economic  initiative.  If  a  boy  quickly 
spends  every  dollar  he  secures,  he  cannot  have  a  surplus  for  the 
extraordinary  purchase  or  trip  or  gift.  A  nation  must  have  a 
surplus  over  momentary  needs.  When  the  World  War  came  on 
with  its  unthinkable  demand  for  ships  and  guns,  food  and  equip¬ 
ment,  the  Government  began  to  call  immediately  for  the  people’s 
surplus  and  then  we  were  all  bidden  to  pile  up  more  surplus  by 
greater  care  in  the  use  of  food  and  money  and  more  generous 
service  than  most  people  had  ever  rendered  to  any  cause. 

Suppose  anyone  had  said  in  the  year  1908:  “Ten  years  from 
today  boys  and  girls  in  America  will  care  so  much  for  their 
country  and  a  great  cause  that  they  will  contribute  more  than 
$1,000,000  of  money  they  have  actually  earned  to  help  that 
cause  along.”  You  or  I  would  have  said:  “Impossible.” 

The  great  campaigns  for  Liberty  Loans,  the  Red  Cross,  the 
Y.  M.  C.  A.,  and  the  other  war  relief  agencies,  the  extra  taxes 
collected,  the  ban  put  on  luxuries — all  these  revealed  the  power 
of  men  and  women  and  even  boys  and  girls  in  America  to  save. 
Not  impossible  at  all,  for  more  than  $2,000,000  were  contributed  by 
boys  and  girls  in  the  United  War  Fund  drive  in  November,  1918. 

Money  or  soldiers  or  food  in  reserve  mean  power,  and  both 
the  “Earn  and  Give”  campaigns  and  the  War  Savings  Stamps 
have  demonstrated  the  thrift  power  of  American  boys. 

The  World  War  was  by  some  thought  impossible  because  the 
nations  could  not  stand  the  money  strain.  But,  nevertheless,  one 
of  the  marvelous  things  about  the  War  was  the  way  the  coun¬ 
tries,  Canada  for  example,  stood  the  strain  and  in  addition  saved 
and  “banked”  money.  The  government  figures  showed  that  the 
people  of  Canada,  month  after  month,  added  ten  million  dollars 
or  so  to  their  total  savings  in  the  banks — a  wonderful  result  of 
thrift! 


308 


HANDBOOK  FOR  COMRADES 


We  know  how  important  are  an  army’s  reserves.  How  care¬ 
fully  the  Allies’  reserves  were  husbanded  for  use  at  later  and  more 
critical  times!  Banks,  insurance,  and  trust  and  other  companies 
show  their  strength  or  weakness  in  much  the  same  way — by  the 
size  of  their  reserves;  that  is,  by  the  money  and  property  they 
have  saved  and  stored  up  ready  for  emergencies.  Sometimes  one 
of  them  fails — perhaps  because  not  enough  thought  was  given,  in 
time,  to  putting  aside  a  reserve  for  the  future. 

An  experienced  man  has  said  that  financial  independence  is 
merely  a  matter  of  “living  within  one’s  income,”  no  matter,  really, 
how  large  or  how  small  that  income  may  be  at  the  start.  The 
really  vital  matter,  though,  is  that  the  individual  boy  or  man  in 
families  above  the  poverty  line  should  always  spend  less  than  he 
earns.  In  fact  only  by  this  act  of  saving  is  our  present  civilization 
maintained. 

There  was  not  much  saving  when  the  race  was  in  its  nomad 
days.  When  food  was  needed,  an  animal  was  shot  or  wild  fruit  or 
nuts  were  plucked.  Did  you  ever  stop  to  think  how  far  away  we 
are  from  that  stage?  Every  building  in  our  cities,  every  farm¬ 
house  or  barn,  every  railroad  train,  every  ship  on  the  ocean,  is 
there  because  somebody  saved  money ,  or  was  thrifty  with  his  labor 
at  a  time  when  he  might  have  spent  it  for  immediate  pleasure. 
All  the  great  businesses  of  the  United  States — the  great  railroads, 
banks,  and  loan  companies  that  lend  money  to  farmers  and 
others,  the  great  universities  and  schools,  the  museums,  the 
flourishing  cities  and  towns,  are  in  existence  because  our  fore¬ 
fathers  saved  when  they  might  have  spent. 

Henry  Ford  says;  “Thrift  is  one  of  the  cornerstones  on  which 
manhood  is  constructed,”  and  when  it  comes  to  constructing 
things  the  famous  auto  manufacturer  speaks  with  authority. 

What  then  should  the  Comrade,  striving  to  be  a  typical 
American  boy,  really  do  to  be  a  patriotic,  thrifty,  Christian  boy? 

1.  He  will  use  conscientiously  and  conserve  carefully  what  is 
given  him  by  parents  or  others,  clothing,  food,  shelter,  and  money 
allowance. 

2.  He  will  earn  money  and  form  the  habit  of  saving  a  portion 
of  it. 

3.  He  will  be  careful  to  use  well,  and  help  keep  in  good  condi¬ 
tion,  goods  and  property  used  in  common  with  others,  such  as 


PARTNERSHIP  WITH  YOURSELF— THRIFT  309 


parks,  playgrounds,  athletic  material,  library  books,  school 
equipment,  tools,  and  machinery. 

4.  He  will  give,  according  to  his  own  income,  to  educational, 
religious,  and  social  betterment  enterprises  of  various  kinds. 

If  a  Comrade  does  this,  he  will  in  all  reason  avoid  being  in  that 
surprising  proportion  of  men  who  by  sixty-five  years  of  age  are 
dependent  on  others.  Statistics  show  that  ninety  per  cent  of  men 
at  their  death  leave  less  than  $1000  to  their  families.  On  the 
other  hand,  careful  habits  of  saving  even  a  little  at  a  time,  if 
maintained  for  years,  give  a  boy  either  in  bank  account,  insur¬ 
ance,  or  conservative  investments  most  gratifying  returns. 
Money  deposited  at  four  per  cent  interest  doubles  in  eighteen 
years. 

A  boy  of  fifteen  can  take  his  savings  to  a  bank  and  get  three 
to  four  per  cent  a  year  added.  He  can  take  them  to  some  trust 
company  and  get  four  per  cent  a  year,  with  the  result  that  if  he 
saves  and  deposits  a  dollar  a  week  he  will  have  in  that  trust  com¬ 
pany  at  the  end  of  twenty  years,  $1 ,586.  Or  a  boy  of  fifteen  years 
of  age  can  take  his  money  and  buy  an  insurance  policy  that  will 
bring  him  in  some  $1,500  twenty  years  later  and  will  give  his 
mother  over  $1,100  if  he  dies  before  that  time. 

To  sum  it  all  up,  thrift  is  living  within  one’s  income,  saving  a 
little  every  week,  whether  it  be  from  an  allowance  or  one’s  earn¬ 
ings.  The  results  of  this  prudent  spirit  are  incalculable  in  a  boy’s 
character  and  in  his  business  or  profession  later.  He  can  help 
his  home.  He  can  help  his  church.  He  can  get  ready  to  estab¬ 
lish  a  home  of  his  own.  He  can  help  his  nation  by  having  some 
money  saved  up  for  use  in  national  emergencies.  Many  ol  the 
best  men  in  America  will  tell  you,  too,  that  the  thrift  habit  pays 
immensely  in  the  pleasure  it  gives  one  to  have  money  to  give  to 
the  great  causes  that  need  help. 

The  Comrade  who  will  earn  and  save  with  a  view  to  his  own 
financial  independence  later,  with  a  view  to  helping  his  home,  his 
church,  and  his  country,  and  helping  world-wide  brotherhood 
through  giving  to  missions,  will  find  a  joy  in  life  that  he  could  not 
possibly  get  by  spending  all  his  money  at  the  time  and  failing  to 
develop  the  prudent  or  the  “help  the  other  fellow”  spirit. 


CHAPTER  XVII 


SILENT  COMRADES 

“Reading  is  to  the  mind  what  exercise  is  to  the  body.”  Colton 
says  that  “next  to  acquiring  good  friends,  the  best  acquisition  is 
that  of  good  books.”  The  books  we  read  are  in  a  very  real  sense 
our  silent  comrades,  and  who  will  deny  that  they  have  a  very 
profound  influence  upon  our  lives  for  good  or  bad?  What  boy 
hasn’t  been  spurred  on  to  better  efforts  in  athletics  by  reading  of 
the  accomplishments  of  some  very  real  boy  in  a  very  real  book 
who  had  the  same  sort  of  ambitions?  What  boy  has  not  felt  the 
call  to  be  a  great  soldier  or  sailor  or  explorer  or  aviator  or  mer¬ 
chant  prince  or  inventor  by  reading  in  some  book  of  the  accom¬ 
plishments  of  such  a  man?  What  boy  cannot  trace  his  ideals  of 
honesty  and  fair  play  and  courage  to  some  one  or  many  books? 
What  boy  hasn’t  been  influenced  tremendously  in  what  he  de¬ 
cides  to  do  with  his  life  by  the  books  that  he  has  read?  There 
can  be  no  doubting  it — the  books  we  read  are  our  silent  comrades, 
working  quietly  with  us,  constantly  suggesting  new  ideas  and 
ideals,  helping  us  to  understand  people,  events,  and  conditions. 
Mr.  George  H.  Knox  knew  what  he  was  about  when  he  advised 
the  salesman  of  a  great  concern  to  “read  what  the  most  successful 
men  are  saying  about  your  problems.  Get  the  best  books.  A 
good  book  is  a  good  investment,  even  though  you  get  but  one 
new  idea  out  of  it;  a  single  idea  has  often  lifted  a  man  out  of 
obscurity  and  made  him  immortal.” 

Lyman  Abbott  says:  “A  good  book  is  a  good  friend.  It  will 
talk  to  you  when  you  want  it  to  talk,  and  it  will  keep  still  when 
you  want  it  to  keep  still.  A  library  is  a  collection  of  friends.” 
Every  boy  should,  therefore,  own  at  least  a  few  good  books, 
chosen  not  for  binding  or  colored  plates  but  for  their  ability  to 
stimulate  one  to  greater,  bigger  things.  The  average  older  boy 
finds  his  time  pretty  well  taken  up.  Too  often  he  is  tempted  to 
read  merely  as  a  recreation  and  too  often  he  interprets  that  to 
mean  “light  stuff” — something  that  takes  no  effort.  That  may  be 


SILENT  COMRADES 


3ii 

true  for  a  brainless  boy ;  certainly  it  is  not  true  of  a  fellow  with  a 
future.  The  fact  that  he  has  but  a  little  time  to  read  ought  to 
make  him  more  choice  in  his  selection.  Don’t  waste  your  reading 
moments.  Make  every  one  pay  dividends.  Read  books  that  are 
evil-spirit  destroyers — books  that  will  make  the  fear  of  failure 
leave  you,  books  that  will  make  you  forget  you  ever  possessed  a 
doubt  or  indecision.  Read  fiction,  certainly,  but  not  the  kind 
that  you  find  in  many  so-called  popular  magazines.  Read  real 
fiction  from  the  best  of  pens,  and  read  articles,  current  events, 
travel,  applied  mechanics,  history,  biography. 

Some  one  has  said  that  “the  great  consulting-room  of  a  wise 
man  is  a  library.”  If  you  don’t  know  how  to  use  a  public  library 
intelligently  take  an  evening  or  two  off  and  learn.  A  real  educa¬ 
tion  does  not  consist  of  having  all  the  facts  about  everything  in 
the  world  in  your  head  but  in  knowing  where  to  find  these  facts. 

Wm.  E.  Channing  once  said:  “It  is  chiefly  through  books  that 
we  enjoy  intercourse  with  superior  minds  and  these  invaluable 
means  of  communication  are  in  the  reach  of  all.  In  the  best  books 
great  men  talk  to  us,  give  us  their  most  precious  thoughts,  and 
pour  their  souls  into  ours.” 

Check  up  on  your  reading  moments  and  see  if  they  are  pro¬ 
ducing  worth-while  results.  Follow  a  definite  line  of  reading  for 
a  month  at  a  time.  Keep  a  list  in  your  notebook  of  the  books 
you  are  going  to  read  next.  Read  the  book  reviews  in  some  stan¬ 
dard  magazine.  Get  acquainted  with  a  few  of  the  best  authors. 
Put  a  small  book  in  your  pocket  for  those  spare  moments  when 
you  are  waiting  for  some  one.  Keep  a  list  of  what  you  have  read 
for  a  year  and  see  if  it  is  all  it  ought  to  be.  Yes,  read  at  least  one 
good  magazine  each  month — editorials,  book  reviews,  current 
poetry,  and  all — and  follow  one  good  daily  newspaper  if  time  will 
permit,  but  remember  the  best  of  a  paper  isn’t  on  the  sport  sheet  or 
in  the  society  notes. 

The  following  list  of  books  is  first  class  and  covers  a  wide  range. 
Suppose  you  check  it  over  and  see  how  many  of  these  you  have 
read.  Use  this  list  as  a  guide. 


312 


HANDBOOK  FOR  COMRADES 


Books  for  Older  Boys 

Books  of  Fiction 
Little  Minister,  J.  M.  Barrie 
Sentimental  Tommy,  J.  M.  Barrie 
Buried  Alive,  Arnold  Bennett 
Spanish  Gold,  George  H.  Birmingham 
Lorna  Doone,  R.  D.  Blackmore 
T.  Tembarom,  F.  H.  Burnett 
Bent  Twig,  Dorothy  Canfield 
Man  from  Glengarry,  Ralph  Connor 
Shadow  Line,  Joseph  Conrad 
Typhoon,  Joseph  Conrad 

Prophet  of  the  Great  Smoky  Mountains,  C.  E.  ( Murfree )  Crad¬ 
dock 

Saracinesca,  F.  M.  Crawford 

Alice-for-Short,  William  DeMorgan 

David  Copperfield,  Charles  Dickens 

Old  Curiosity  Shop,  Charles  Dickens 

Dr.  Luke  of  the  Labrador,  Norman  Duncan 

Mill  on  the  Floss,  George  Eliot 

Honorable  Peter  Stirling,  P.  L.  Ford 

Venetian  June,  Anna  Fuller 

Cranford,  E.  C.  S.  Gaskell 

Abb6  Constantin,  Ludovic  Halevy 

Under  the  Greenwood  Tree,  Thomas  Hardy 

Cardinal’s  Snuff-Box,  Henry  Harland 

Queed,  H.  S.  Harrison 

Marble  Faun,  Nathaniel  Hawthorne 

Prisoner  of  Zenda,  Anthony  Hope 

Rise  of  Silas  Lapham,  W.  D.  Howells 

Country  of  the  Pointed  Firs,  S.  0.  Jewett 

Stover  at  Yale,  Owen  Johnson 

Kim,  Rudyard  Kipling 

Uncle  William,  J.  B.  Lee 

Four  Feathers,  A.  E.  W.  Mason 

Amos  Judd,  /.  A.  Mitchell 

Bob,  Son  of  Battle,  Alfred  Ollivant 

Book  of  Buried  Treasure,  R.  D.  Paine 

College  Years,  R.  D.  Paine 


SILENT  COMRADES 


3i3 


Great  Locomotive  Chase,  William  Pittinger 
Rudder  Grange,  F.  R.  Stockton 
Gentleman  from  Indiana,  Booth  Tarkington 
Henry  Esmond,  W.  M.  Thackeray 
Vanity  Fair,  W.  M.  Thackeray 
Blazed  Trail,  S.  E.  White 
Virginian,  Owen  Wister 

Short  Stories 

Marjorie  Daw  and  Other  Stories,  T.  B.  Aldrich 

Old  Creole  Days,  G.  W.  Cable 

Gallagher  and  Other  Stories,  R.  H.  Davis 

Old  Chester  Tales,  Margaret  Deland 

Luck  of  Roaring  Camp,  Bret  Harte 

Four  Million,  0.  {Porter)  Henry 

Little  Citizens,  Myra  Kelly 

Plain  Tales  from  the  Hills,  Rudyard  Kipling 

Odd  Number,  Guy  de  Maupassant 

In  Ole  Virginia,  T.  N.  Page 

Prose  Tales,  E.  A.  Poe 

Casting  Away  of  Mrs.  Leeks  and  Mrs.  Aleshine,  F.  R.  Stockton 
Blue  Flower,  Henry  Van  Dyke 
New  England  Nun,  M.  E.  Wilkins 

Romance 

The  Conqueror,  G.  F.  Atherton 

Judith  Shakespeare,  William  Black 

American  Fights  and  Fighters,  C.  T.  Brady 

Pride  of  Jennico,  Agnes  and  Egerton  Castle 

The  Crisis,  Winston  Churchill 

Richard  Carvel,  Winston  Churchill 

Long  Will,  Florence  Converse 

The  Spy,  J.  F.  Cooper 

Red  Badge  of  Courage,  Stephen  Crane 

Friar  of  Wittenberg,  W.  S.  Davis 

White  Company,  Sir  A.  C.  Doyle 

Black  Tulip,  Alexander  Dumas 

Three  Musketeers,  Alexander  Dumas 

Egyptian  Princess,  G.  M.  Ebers 


314 


HANDBOOK  FOR  COMRADES 


History  of  England,  C.  R.  L.  Fletcher  and  R.  Kipling 
Little  Shepherd  of  Kingdom  Come,  John  Fox ,  Jr. 

Reds  of  the  Midi,  Felix  Gras 

Brave  Little  Holland,  W.  E.  Griffis 

Les  Miserables,  Victor  Hugo 

To  Have  and  to  Hold,  Mary  Johnston 

Nancy  Stair,  E.  M.  Lane 

If  I  Were  King,  Justin  McCarthy 

Hugh  Wynne,  S.  W.  Mitchell 

Sundering  Flood,  William  Morris 

Red  Rock,  T.  N.  Page 

Seats  of  the  Mighty,  Sir  Gilbert  Parker 

Scottish  Chiefs,  Jane  Porter 

Cloister  and  the  Hearth,  Charles  Reade 

Helmet  of  Navarre,  Bertha  Runkle 

Kenilworth,  Sir  Walter  Scott 

Rob  Roy,  Sir  Walter  Scott 

Monsieur  Beaucaire,  Booth  Tarkington 

Ben  Hur,  Lewis  Wallace 

Gentleman  of  France,  5.  J.  Weyman 

Love  in  the  Eagle’s  Nest,  C.  M.  Yonge 

$ 

Books  of  Biography 

Twenty  Years  at  Hull  House,  Jane  Addams 

Promised  Land,  Mary  Antin 

Margaret  Ogilvie,  J.  M.  Barrie 

Memories  of  My  Life,  Sarah  Bernhardt 

Paul  Jones,  Founder  of  the  American  Navy,  A.  C.  Buell 

Tuscan  Childhood,  L.  C.  Cipriani 

Personal  Recollections  of  Joan  of  Arc,  S.  L.  Clemens 

The  True  Thomas  Jefferson,  W.  E.  Curtis 

Robert  R.  McBurney,  L.  L.  Doggett 

Sailor’s  Log,  R.  D.  Evans 

The  Many-Sided  Franklin,  P.  L.  Ford 

Personal  Memories,  U.  S.  Grant 

Year  in  a  Coal  Mine,  Joseph  Husband 

God’s  Troubadour,  Sophie  Jewett 

Alexander  Hamilton,  H.  C  Lodge 

Daniel  Webster,  H.  C.  Lodge 


SILENT  COMRADES 


315 


Romance  of  the  Romanoffs,  Joseph  McCabe 
Charles  Frohman,  Manager  and  Man,  I.  F.  Marcosson  and 
Daniel  Frohman 

The  First  Napoleon,  J.  C.  Ropes 

Charles  Dickens  and  His  Girl  Heroines,  Belle  Moses 

Story  of  My  Boyhood  and  Youth,  John  Muir 

Diplomat’s  Wife  in  Mexico,  Mrs.  E.  L.  O' Shaughnessy 

Life  of  Alice  Freeman  Palmer,  G.  H.  Palmer 

In  Our  Convent  Days,  Agnes  Repplier 

Elizabeth  Fry,  L.  E.  Richards 

A  Far  Journey,  A.  M.  Rihbany 

Making  of  an  American,  Jacob  A.  Riis 

Shakespeare,  the  Boy,  W.  J.  Rolf 

“Honest  Abe,”  Alonzo  Rothschild 

My  Life  as  an  Indian,  J.  W.  Schultz 

On  the  Trail  of  the  Immigrant,  E.  A.  Steiner 

Letters  of  a  Woman  Homesteader,  E.  P.  R.  Stewart 

My  People  of  the  Plains,  Ethelbert  Talbot 

Life  of  Abraham  Lincoln,  Ida  M.  Tarbell 

Life  and  Letters  of  John  Hay,  W.  R.  Thayer 

Patrick  Henry,  M.  C.  Tyler 

A  Child  of  the  Orient,  Demetra  Vaka 

Up  from  Slavery,  Booker  T.  Washington 

Old  Friends,  William  Winter 

Recollections  of  Thirteen  Presidents,  J.  S.  Wise 

Seven  Ages  of  Washington,  Owen  Wister 

Books  of  History 

At  the  Edge  of  the  War  Zone,  Mildred  Aldrich 

Hilltop  on  the  Marne,  Mildred  Aldrich 

Under  the  Red  Cross  Flag,  Mable  Boardman 

The  Cause;  Poems  of  the  War,  Lawrence  Binyon 

Collected  Poems,  Rupert  Brooke 

Ambulance  No.  10,  Leslie  Buswell 

Christine,  Alice  Cholmondeley 

Poems  of  the  Great  War,  J.  W.  Cunliff 

Carry  On,  Coningsby  Dawson 

Plattsburg  Manual,  0.  0.  Ellis  and  E.  B.  Gary 

Over  the  Top,  A.  G.  Empey 


3i6 


HANDBOOK  FOR  COMRADES 


The  Challenge  of  the  Present  Crisis,  H.  E.  Fosdick 
You  Are  the  Hope  of  the  World,  Hermann  Hagedorn 
Kitchener’s  Mob,  J.  N.  Hall 
A  Student  in  Arms,  Donald  Hankey 
First  Hundred  Thousand,  Ian  ( Beith )  Hay 
My  Home  in  the  Field  of  Honor,  F.  W.  Huard 
My  Home  in  the  Field  of  Mercy,  F.  W.  Huard 
Spires  of  Oxford  and  Other  Poems,  W.  M.  Letts 
Flying  for  France,  J.  R.  McConnell 
Harvest  Moon,  J.  P.  Peabody 
Kings,  Queens,  and  Pawns,  Mary  R.  Rinehart 
My  Fourteen  Months  at  the  Front,  W.  J.  Robinson 
Poems.  Alan  Seeger 

Rhymes  of  a  Red  Cross  Man,  R.  W.  Service 

German  Versus  Civilization,  William  Roscoe  Thayer 

Poems,  Emile  Verhaeren 

Fifes  and  Drums,  The  Vigilantes 

Why  We  Are  at  War,  Woodrow  Wilson 

Books  of  Travel 
Roughing  It,  S.  L.  Clemens 

My  Lady  of  the  Chinese  Courtyard,  Mrs.  E.  B.  Cooper 
Two  Years  before  the  Mast,  R.  H.  Dana 
Romance  of  the  Colorado  River,  F.  S.  Dellenbaugh 
Viva  Mexico,  C.  M.  Flandrau 

Vagabond  Journey  around  the  World,  H.  A.  Franck 

Adrift  on  an  Ice-Pan,  W.  T.  Grenfell 

Old  Santa  Fe  Trail,  Henry  Inman 

Land  of  Poco  Tiempo,  C.  F.  Lummis 

Our  National  Parks,  John  Muir 

Secrets  of  Polar  Travel,  R.  E.  Peary 

T  ravels  with  a  Donkey,-  R.  L.  Stevenson 

Heart  of  the  Balkans,  Demetra  Vaka 

Mount  Vernon:  Washington’s  Home  and  the  Nation’s  Shri 
Faul  Wilstach 

Books  of  Character  Development 

Talks  on  Books,  L.  Abbott 
Body-Builder,  D.  B.  Brink 


SILENT  COMRADES 


3i7 


Call  for  Character,  E.  I.  Bosworth 

A  Young  Man’s  Jesus,  Bruce  Barton 

Ideal  Life,  Henry  Drummond 

Gospel  of  the  Second  Mile,  H.  E.  Fosdick 

Cartoons  in  Character,  A.  K.  Foster 

Dynamic  of  Manhood,  L.  H.  Gulick 

Gospel  of  the  Second  Chance,  J.  S.  Holden 

Life’s  Clinic,  E.  H.  Hooker 

What  Career,  Hale 

The  Jesus  Way,  D.  Hyde 

Essentials,  C.  E.  Jefferson 

College  and  the  Man,  D.  S.  Jordan 

Fight  for  Character,  H.  C.  King 

Rational  Living,  H.  C.  King 

The  Success  Books,  0.  S.  Marden 

Out  of  the  Fog,  C.  K.  Ober 

How  to  Hold  a  Job,  H.  L.  Piner 

Making  of  an  American,  Jacob  Riis 

Marks  of  a  Man,  R.  E.  Speer 

Principles  of  Jesus,  R.  E.  Speer 

A  Young  Man’s  Questions,  R.  E.  Speer 

Times  and  Young  Men,  J.  Strong 

Personal  Economy  and  Social  Reform,  H.  G.  Wood 

Books  of  Poetry  and  Drama 

Half  Hours,  J.  M.  Barrie 
Book  of  Job,  Bible 
Book  of  Ruth,  Bible 

Girlhood  of  Shakespeare’s  Heroines,  M.  C.  Clark 
Silver  Box,  John  Galsworthy 
She  Stoops  to  Conquer,  Oliver  Goldsmith 
Seven  Short  Plays,  Lady  I.  A.  P.  Gregory 
Shakespeare’s  Heroines,  A.  B.  Jameson 
Servant  in  the  House,  C.  R.  Kennedy 
Barrack-Room  Ballads,  Rudyard  Kipling 
Canterbury  Pilgrims,  P.  W.  Mackaye 
Jeanne  D’Arc,  P.  W.  Mackaye 
Blue  Bird,  Maurice  Maeterlinck 

Story  of  the  Round  House  and  Other  Poems,  John  Masefield 


318  HANDBOOK  FOR  COMRADES 

Great  Divide,  W.  W.  Moody 

Sherwood,  Alfred  Noyes 

Tales  of  the  Mermaid  Tavern,  Alfred  Noyes 

Rubaiyat,  Omar  Khayyam 

Marlowe,  J.  P.  Peabody 

The  Piper,  J.  P.  Peabody 

Ulysses,  Stephen  Phillips 

Historical  Tales  from  Shakespeare,  Sir  A.  T.  Quiller-Couch 

Oxford  Book  of  English  Verse,  Sir  A.  T.  Quiller-Couch 

Famous  Rhymes,  J.  W.  Riley 

Songs  of  Cheer,  J.  W.  Riley 

Lay  of  the  Last  Minstrel,  Sir  Walter  Scott 

Spell  of  the  Yukon  and  Other  Verse,  R.  W.  Service 

Twelfth  Night,  Wm.  Shakespeare 

As  You  Like  It,  Wm.  Shakespeare 

Androcles  and  the  Lion,  G.  B.  Shaw 

Riders  to  the  Sea,  J.  M.  Synge 

Hour-Glass,  W.  B.  Yeats 

Books  of  Science  :  What  and  How  to  Do  Books 

Jack  of  All  Trades,  Dan  C.  Beard 

What  a  Girl  Can  Make  and  Do,  Lina  and  A.  B.  Beard 

Story  of  the  Submarine,  Farnham  Bishop 

On  the  Battle-Front  of  Engineering,  A.  R.  Bond 

Model  Aeroplanes  and  Their  Motors,  G.  A.  Cavanaugh 

Book  of  Magic,  F.  A.  Collins 

Book  of  Wireless,  F.  A.  Collins 

Boys’  Book  of  Model  Aeroplanes,  F.  A.  Collins 

Wireless  Man,  F.  A.  Collins 

Beginner’s  Garden  Book,  Allen  French 

Advanced  Projects  in  Wood-Work — Furniture  Making,  I.  S. 
Griffith 

Handicraft  for  Handy  Boys,  A.  N.  Hall 
Photography  Simplified,  P.  N.  Haslunk 

Magician’s  Tricks  and  How  They  Are  Done,  Henry  Hatton  and 
A.  Plate 

Homans’  First  Principles  of  Electricity,  J.  E.  Homans 
A.  B.  C.  of  the  Motor  Cycle,  W.  J.  Jackman 
New  Art  of  Flying,  W.  B.  Kaempffiert 


SILENT  COMRADES 


319 


Three  Hundred  Things  a  Bright  Girl  Can  Do,  L.  E.  Kelley 
Wireless  Telegraphy  and  Telephony,  Simply  Explained,  A.  P. 
Morgan 

How  to  Run  an  Automobile,  V.  W.  Page 

Boys’  Book  of  Sports,  Grantland  Rice 

Girl  Who  Earns  Her  Own  Living,  A.  G.  Richardson 

Feeding  the  Family,  M.  S.  Rose 

Things  a  Boy  Should  Know  about  Electricity,  T.  M.  St.  John 

Masters  of  Space,  W.  K.  Towers 

Aircraft  of  Today,  C.  C.  Turner 

Harper’s  Aircraft  Book,  A.  H.  Verrill 

Harper’s  Book  for  Young  Gardeners,  A.  H.  Verrill 

Harper’s  Wireless  Book,  A.  H.  Verrill 

Profitable  Vocations  for  Boys  and  Girls,  F.  M.  Weaver 

Mission  Furniture,  H.  H.  Windsor 


CHAPTER  XVIII 


FIRST  AID  TO  THE  INJURED 

In  a  brief  chapter  on  First  Aid  obviously  one  can  give  only 
the  essential  points.  Just  why  it  is  best  to  do  a  thing  this  or 
that  way  cannot  be  fully  presented.  There  are  a  few  general 
directions,  however,  that  should  be  borne  in  mind  in  any  case  of 
accident: 

A  boy,  to  be  helpful  in  case  of  accident  or  sudden  illness, 
should  be  cool,  deliberate,  reasonable,  use  common  sense,  and 
decide  definitely  what  to  do  and  do  it.  If  the  injury  is  serious, 
call  a  reputable  doctor  and  at  the  same  time  administer  such 
First  Aid  as  is  needed.  Insist  that  the  crowd  be  kept  back  and 
make  the  patient  as  comfortable  as  possible  by  loosening  all 
tight  clothing.  Place  patient  on  side  if  vomiting.  If  the  patient’s 
face  is  pale  and  he  is  cold,  place  him  flat  on  his  back  and  warm  him 
by  rubbing,  covering  with  coat,  etc.  If  there  is  bleeding  from  a 
hidden  injury,  locate  it  at  once  and  treat  it  properly.  In  order 
to  do  this  satisfactorily  the  clothing  may  need  to  be  removed; 
if  the  injury  is  painful  or  bleeding  profusely,  the  greatest  gentle¬ 
ness  is  demanded  and  clothing  had  much  better  be  cut  away  with 
sharp  knife  or  scissors.  When  you  can  add  to  the  comfort  of 
the  patient  without  danger,  always  do  it.  If  not  severely  injured 
let  him  sit  up  if  he  so  desires,  and  give  him  fresh  water  if  he  calls 
for  it — cold  water,  if  possible;  it  is  always  more  refreshing. 
If  badly  needed,  it  may  be  well  to  give  a  mild  stimulant.  Whisky 
or  brandy  are  not  at  all  necessary;  use,  instead,  aromatic  spirits 
of  ammonia,  unless  it  is  a  head  injury.  Never  give  an  uncon¬ 
scious  person  a  stimulant.  If  there  are  broken  bones  and  the 
patient  must  move,  the  broken  bone  should  always  be  secured 


FIRST  AID  TO  THE  INJURED 


321 


by  applying  some  temporary  splint.  Exercise  great  care  in 
handling  the  injured. 

Conditions  of  Depression 

There  are  a  number  of  conditions  which  may  be  classified 
under  this  head,  such  as  shock,  heat  exhaustion,  severe  bleeding, 
and  fainting.  As  a  group,  these  have  certain  definite  earmarks. 
The  patient  is  usually  conscious,  but  consciousness  is  dulled. 
In  fainting,  consciousness  is  absent  for  a  few  minutes,  the  face 
is  pale,  and  the  breathing  is  rapid  and  shallow,  the  pulse  is 
rapid  and  weak,  the  skin  cool  and  covered  with  a  clammy  sweat. 
All  the  vital  functions  seem  weakened  and  depressed.  The  heart 
is  working  over-time  to  keep  going,  consequently  the  patient 
is  cold  and  inclined  to  be  dull. 

What  can  we  do  to  aid  such  a  patient?  First,  send  for  a  doctor 
if  possible.  Next  make  the  patient  comfortable.  Place  on  the 
back  with  the  head  low.  Since  the  patient  in  this  condition  is 
cold,  make  every  effort  to  warm  him.  Rouse  him  by  stimulating 
the  heart  and  lungs.  Warm  him  by  wrapping  him  in  a  blanket. 
If  in  cold  weather,  warm  the  blanket.  If  no  blankets  can  be  had, 
use  clothing  of  any  sort,  putting  it  under  as  well  as  over  him. 
If  he  is  conscious  enough  to  swallow,  hot  drinks  will  help  tremen¬ 
dously  to  warm  him.  Use  aromatic  spirits  of  ammonia  to  stim¬ 
ulate  the  heart  and  induce  deeper  breathing.  The  do.se  is  one- 
half  teaspoonful  in  one-half  glass  of  water.  This  can  be  repeated 
in  twenty  minutes.  If  you  cannot  get  aromatic  spirits  of  am¬ 
monia,  use  hot  black  coffee,  preferably  with  sugar — it  will  do 
very  well.  Even  hot  water  with  sugar  is  helpful.  In  cases  of 
depression  due  to  severe  hemorrhage,  the  bleeding  must  be 
stopped  before  the  stimulant  is  given.  The  use  of  compresses 
and  tourniquets,  also  where  and  how  to  apply  them  in  order  to 
stop  bleeding,  will  be  discussed  under  that  heading  (see  page  323). 

When  there  has  been  a  severe  injury  to  the  patient  and  he  is 
in  this  depressed  condition,  we  call  it  shock;  whatever  other 
injury  there  is,  except  severe  hemorrhage,  shock  should  be 
treated  first.  If  a  patient  suddenly  becomes  pale,  falls,  and  is 
completely  unconscious,  he  has  probably  fainted.  By  lowering 
the  head,  loosening  the  clothing,  and  sprinkling  the  face  with 


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water  the  patient  will  respond  quickly.  Heat  exhaustion  is 
shock  from  excessive  heat  and  signs  of  depression  are  apparent. 
Treatment  should  be  the  same  as  outlined  above. 

Head  Injuries 

Conditions  known  as  head  injuries  can  be  placed  in  one 
group  because  the  symptoms  are  the  same  and  the  treatment 
follows  the  same  lines.  Under  this  classification  come  those 
conditions  where  the  patient’s  consciousness  is  dulled  or  absent 
for  hours,  the  skin  is  flushed,  the  breathing  deep,  noisy,  and 
somewhat  slow,  the  pulse  is  full  and  slow,  and  the  skin  is  hot, 
either  wet  or  dry.  Concussion  of  the  brain,  fracture  of  the  skull, 
apoplexy,  epilepsy,  drunkenness,  sunstroke — all  come  in  this 
general  class. 

In  this  group  of  injuries  the  patient  is  unconscious,  yet  the 
heart  seems  to  be  working  all  right;  often  the  breathing  is  not 
labored  yet  there  seems  to  be  over-stimulation,  so  there  is  no 
need  of  giving  stimulants.  As  in  all  cases’ of  injury,  the  patient 
should  be  made  comfortable  and  in  this  group  the  head  should 
be  raised.  If  the  temperature  seems  high,  place  a  cold,  wet 
cloth  on  the  head.  Remember  to  call  a  doctor  unless  conscious¬ 
ness  returns  at  once  and  you  know  the  concussion  was  slight. 

Wounds  and  Infection 

A  wound  is  an  injury  in  which  the  skin  is  broken  and  there  is 
usually  more  or  less  damage  to  the  tissues  beneath  it.  There  are 
(i)  cut  or  incised  wounds,  such  as  are  caused  by  sharp  knives  or 
glass;  (2)  torn  or  lacerated  wounds,  where  the  tissues  are  torn 
rather  than  cut;  and  (3)  punctured  wounds,  usually  quite  deep, 
caused  by  sharp-pointed  instruments. 

Before  we  take  up  wounds  in  detail  we  must  briefly  discuss 
infection.  Bacteria,  especially  those  varieties  which  produce 
pus,  exist  everywhere.  The  skin  is  our  protection  against  all 
such  bacteria.  When  the  skin  is  broken,  as  happens  in  any 
wound  or  compound  fracture,  the  bacteria  find  their  chance  to 
enter  the  body.  From  the  use  as  a  dressing  of  a  handkerchief 
with  germs  on  it,  or  from  the  dust  of  the  air,  or  from  the  contact 
of  dirty  hands,  these  bacteria  often  enter  the  wound  and  if  left 
undisturbed  infection  takes  place  and  pus  is  formed.  A  badly 


FIRST  AID  TO  THE  INJURED 


323 


Pressure  and  Tourniquet 
Points 


infected  wound  may  quickly  result  in  the 
loss  of  life;  consequently  the  treatment 
of  all  wounds  is  very  important. 

This  treatment  can  be  considered  un¬ 
der  two  heads:  (1)  Treatment  of  wounds 
without  severe  hemorrhage  and  (2)  treat¬ 
ment  of  wounds  with  severe  hemorrhage. 

Remember  to  send  for  a  doctor  at  once 
if  the  wound  is  severe.  Cut  clothing 
away  from  wound  and  be  sure  that 
nothing  sticks  to  it.  Do  not  touch  the 
wound  with  the  hands  or  let  the  patient 
touch  it.  There  is  no  hurry  unless  the  air  is  dusty;  if  so,  cover 
at  once  as  there  is  danger  of  infection.  If  you  have  a  surgically 
clean,  sterile  bandage,  free  from  germs,  apply  it  to  the  wound 
and  bandage.  No  attempt  should  be  made  to  wash  or  disinfect 
the  wound,  unless  it  be  to  pour  iodine  into  it  from  a  first  aid  kit. 

Be  sure  to  treat  patient  for  shock  if  there  is  any.  If  faint, 
have  him  lie  down  with  head  low.  The  first  thing  to  do  in  case 
of  wounds  with  severe  hemorrhage  is  to  stop  the  bleeding. 
In  order  to  do  this  you  must  know  from  which  kind  of  vessels 
the  blood  comes — from  the  arteries,  the  veins,  or  the  more  slowly- 
bleeding  capillaries.  Arterial  blood  is  bright  red  and  comes  from 
the  wound  in  spurts  or  jets.  Blood  is  lost  very  rapidly.  Vein 
bleeding  is  recognized  by  a  steady  flow  of  dark  colored  blood. 
Capillary  bleeding  is  slow  oozing  from  the  wound,  with  the 
blood  brick  red  in  color.  Arterial  bleeding  is  stopped  by  pressure 
of  the  finger  on  certain  pressure  points  or  by  tourniquet  on  tourni¬ 
quet  points.  For  illustration  see  Fig.  1.  First  try  pressure 
with  the  fingers;  meanwhile  have  someone  prepare  a  tourniquet, 
the  simplest  of  which  can  be  made  by  tying  a  handkerchief  loosely 


324 


HANDBOOK  FOR  COMRADES 


about  the  limb,  tightening  it  by  twisting  a  small  stick  inserted 
through  it.  Tighten  until  bleeding  stops  and  then  keep  stick 
there  by  tying  one  end  to  the  injured  part.  A  long  stocking 
also  makes  a  good  tourniquet.  Warning:  Do  not  forget  that 
you  have  stopped  the  circulation  in  the  part  below  the  tourniquet. 
That  part  will  die  if  it  does  not  get  a  fresh  supply  of  blood  once 
in  a  while;  consequently  if  the  tourniquet  must  be  kept  tight  for 
a  long  time,  pending  the  doctor’s  arrival,  loosen  once  an  hour, 
then  tighten  again  if  bleeding  starts.  Venous  blood  can  usually 
be  stopped  by  pressure  of  a  sterile  compress  directly  over  the 
wound.  In  severe  cases  a  tourniquet  may  be  necessary  below 
the  wound.  Often  with  pressure  the  venous  bleeding  will  stop. 
If  the  blood  vessels  of  the  neck  are  cut,  blood  will  be  lost  rapidly 
and  the  patient  will  die.  In  this  case  disregard  infection  and 
press  your  hand  tightly  against  bleeding  point.  Capillary 
bleeding  also  may  be  stopped  by  compress  over  wound.  When 
such  bleeding  is  stopped,  if  wound  is  still  uncovered,  cover  with 
sterile  compress.  In  all  such  cases  keep  patient  quiet  with  head 
low.  No  stimulant  ought  to  be  given  unless  it  is  a  question  of 
life  and  death. 

First  Aid  Materials 

The  main  uses  of  the  bandage  are  (i)  to  keep  dressings  in 
place;  (2)  to  secure  splints;  (3)  to  stop  bleeding  from  pressure; 
(4)  for  use  as  sling  or  to  keep  in  normal  position  parts  of  the 
body  which  have  been  dislocated  by  injury.  There  are  several 
kinds  of  bandages:  The  triangular  bandage;  the  roller  bandage; 
and  special  bandages. 

The  Triangular  Bandage.  The  triangular  bandage  is  best 
suited  for  first  aid  because  it  can  be  easily  made,  can  be  used  in 
so  many  different  ways,  and  is  not  difficult  to  apply.  There  are 
three  general  ways  in  which  the  triangular  bandage  can  be  used : 
the  unfolded  triangle,  the  folded  triangle,  and  the  folded  narrow 
bandage  sometimes  called  the  cravat  bandage. 

The  prepared  triangular  bandage  has  the  advantage  of  having 
many  different  methods  of  application.  Unfolded,  it  can  be 
used  in  the  following  ways: 

1.  The  triangular  bandage  as  an  arm-sling:  Place  one  end 
of  the  bandage  over  the  uninjured  shoulder,  placing  the  point 


/ 


FIRST  AID  TO  THE  INJURED 


325 


Fig.  4 


Fig.  6 


326 


HANDBOOK  FOR  COMRADES 


of  the  triangle  under  the  injured  arm,  then  take  the  lower  end  of 
the  bandage  up  over  the  injured  side  and  tie  to  upper  end  behind 
the  neck.  (Fig.  2).  Another  good  arm-sling  can  be  made  by 
pinning  the  shirt  or  coat  sleeve  to  the  shirt  or  coat. 

2.  The  triangular  bandage  as  a  foot-bandage:  Place  the  foot 
in  the  center  of  the  bandage,  toes  toward  the  point.  Then  bring 
the  point  up  over  the  toes  to  the  instep,  next  bring  the  ends  up 
across  the  instep  and  tie  behind  the  ankle.  (Fig.  3). 

3.  The  triangular  bandage  as  a  hand-bandage:  The  hand- 
bandage  is  applied  exactly  like  the  foot-bandage.  The  hand  is 
placed  palm  down  in  the  center  of  the  triangle,  fingers  toward  the 
point.  The  point  is  then  turned  up  over  the  back  of  the  hand, 
the  ends  brought  up  over  the  hand  around  the  wrist  and  tied. 
(Fig-  4)- 

4.  The  triangular  bandage  as  a  head-bandage :  As  a  head- 
bandage,  fold  a  hem  on  the  long  side  of  the  bandage,  place  the 
hem  on  the  forehead  just  above  the  eyes  with  point  to  back  of 
the  head,  then  carry  the  two  ends  of  the  bandage  around  to  the 
head  above  the  ears,  cross  them  at  the  back,  bring  around  and 
tie  in  front,  drawing  the  point  down  tight,  then  turn  up  over 
the  head  and  pin.  (Fig.  5). 

The  Cravat  Bandage .  The  cravat  bandage  can  be  used  in  a  num¬ 
ber  of  ways.  To  make  this  bandage,  bring  the  point  of  the  triangle 
to  the  center  of  opposite  side  and  fold  lengthwise  three  times. 

1.  The  cravat  bandage  as  an  eye-bandage:  Place  the  center 
of  the  cravat  over  the  injured  eye,  bring  ends  around  the  head 
and  tie  at  the  back  of  the  head.  (Fig.  6). 

2.  The  cravat  bandage  as  a  bandage  for  the  jaw:  In  this  case 
two  cravats  are  necessary.  Apply  center  of  one  across  the  chin 
in  front  and  tie  in  back  of  the  neck.  Place  center  of  the  other 
under  the  chin,  tie  over  the  top  of  the  head  or  cross  on  top  of 
the  head  and  tie  under  chin.  (Fig.  7). 

3.  The  cravat  bandage  as  a  neck-bandage :  The  cravat  band¬ 
age  can  be  used  to  cover  the  neck  as  any  neck  scarf.  (Fig.  8). 

4.  The  cravat  bandage  as  a  bandage  for  palm  of  the  hand: 
Place  the  cravat  across  the  palm  of  the  hand,  then  cross  at  the 
back  of  the  hand  and  again  at  the  front  of  the  wrist,  bring  around 
and  tie  at  the  back  of  the  wrist.  (Fig.  9). 


FIRST  AID  TO  THE  INJURED 


327 


5.  The  cravat  bandage  used  to  keep  splints  in  place  or  dress¬ 
ings  on  extremities:  In  this  case  it  is  simply  carried  around  and 
tied  in  a  suitable  place.  The  number  of  cravats  necessary  will 
depend  on  the  size  of  the  splints  or  dressing  being  used. 


Fig.  8 


The  Roller  Bandage.  The  roller  bandage  can  be  used  for  any 
of  the  conditions  described.  To  apply  correctly  it  requires  more 
practice  and  skill  than  the  triangle  bandage.  The  general  rules 
covering  application  of  the  roller  bandage  are  as  follows:  The 
best  roller  bandage  is  made  of  gauze  or  cheesecloth,  although 
any  material  may  be  used.  It  can  be  purchased  in  different 
sizes.  (Every  boy  should  know  how  to  roll  his  own  bandage.) 

1.  The  bandage  is  applied  by  holding  the  roll  in  the  right 
hand  and  the  loose  end  in  the  left,  unless,  of  course,  you  are 
left-handed.  Place  end  on  the  desired  spot  and  start  unrolling 
the  bandage. 

2.  When  unrolling  the  bandage,  hold  it  in  the  right  hand  so 
that  the  thumb  is  on  the  outer  side  and  unroll  after  the  manner  of 
unrolling  a  carpet. 


328 


HANDBOOK  FOR  COMRADES 


3.  Be  careful  in  applying  roller  bandage  that  the  bandage  is 
not  drawn  too  tight.  Be  especially  careful  if  it  is  being  applied 
around  a  splint,  because  of  the  probable  later  swelling  of  the  part. 
If  finger  or  toes  of  bandaged  limb  begin  to  show  blue  or  there  is 
numbness  or  pain,  loosen  the  bandage  at  once. 

4.  Always  apply  bandage  over  a  splint  and  not  under  it. 

5.  Bandage  from  extremities  towards  the  heart,  leaving  tips 
of  fingers  or  toes  uncovered  so  that  they  may  be  observed. 


Fig.  9 


Fig.  10 


6.  Place  the  parts  to  be  bandaged  in  the  position  in  which 
you  wish  them  to  remain,  bearing  in  mind  that  changing  to 
a  new  position  may  cut  off  circulation. 

7.  In  bandaging  a  wound  immediately,  remember  that 
swelling  may  occur.  Be  ready  to  remove  or  loosen  bandage  at 
once  when  such  swelling  causes  it  to  become  too  tight. 

8.  Roller  bandages  are  applied  in  several  ways,  depending 
on  the  condition  and  shape  of  the  part  injured.  The  simplest 
method  of  application  is  the  circular,  but  this  is  used  to  advantage 
only  when  the  part  to  be  bandaged  is  of  the  same  circumference 
throughout.  The  circular  method  consists  of  a  series  of  circular 
turns  from  below  upward,  each  time  overlapping  the  upper 


FIRST  AID  TO  THE  INJURED 


329 


third  of  the  previous  lap.  (Fig.  10).  Both  edges  of  the  bandage 
should  be  flat  on  the  skin.  When  the  part  is  larger  at  one  end 
than  the  other,  use  the  circular  method  as  long  as  both  edges 
touch  the  skin  and  turns  over-lap,  but  when  spaces  are  left 
between  laps,  another  method,  called  the  spiral  reverse,  must  be 
resorted  to. 

To  make  the  spiral  reverse,  place  the  thumb  on  the  lower 
edge  of  the  bandage,  hold  it  slack  for  about  three  inches  and  turn 
the  bandage  one-half  over  toward  you  and  continue  on  around 


the  wounded  part  in  the  same  direction,  reverse  again  at  the 
proper  place.  The  reverses  should  be  in  center  of  the  limb  or  at 
its  outer  side  and  all  reverses  should  be  in  one  line  up  the  limb. 
(Fig.  n). 

The  figure-eight  method  is  a  useful  method  in  bandaging 
around  joints  or  in  going  around  a  right-angled  course  such  as 
the  heel  or  the  elbow.  (Fig.  12).  It  consists  of  a  series  of  loops, 
each  overlapping  the  other  by  two-thirds  of  the  width  of  the 
bandage  at  the  middle  part  of  the  eight  where  the  bandage 
crosses,  one  loop  going  over  and  the  other  below  the  joint. 
This  bandage  does  not  cover  the  tip  of  the  joint.  To  cover  the 
tip  of  the  joint,  place  the  first  turn  of  the  bandage  over  the  tip 
of  the  joint,  then  place  one  turn  above  and  one  below  and  you 
come  immediately  into  a  figure  eight. 


330 


HANDBOOK  FOR  COMRADES 


The  Use  of  Compresses.  Under  the  treatment  of  wounds, 
compresses  were  mentioned.  A  compress  is  simply  something 
which  is  used  to  press  and  cover  an  open  wound.  It  should  be 
large  enough  to  cover  the  wound  completely  and  lap  over  it  at 
least  one  or  two  inches,  according  to  the  size  of  the  wound. 
They  are  made  preferably  of  antiseptic  gauze  or  sterilized  cheese¬ 
cloth. 

These  compresses  must  be  as  nearly  as  possible  surgically 
clean  and  absolutely  free  from  bacteria.  If  material  is  not 
clean,  it  should  be  disinfected  by  boiling.  Then  great  care  should 
be  taken  not  to  contaminate  again  by  handling  before  applying 
to  wound.  Clean  gauze  can  be  had  at  any  drug  store.  The 
Red  Cross  First  Aid  Package  contains  a  sterile  compress  and  by 
following  directions,  can  be  applied  so  that  the  wound  does  not 
become  infected.  Too  much  emphasis  cannot  be  laid  on  the 
use  of  the  sterile  compress  and  prevention  of  infection  of  wounds. 

Splints.  Splints  are  used  primarily  to  stop  movement  of  a 
broken  bone  while  it  is  knitting,  and  must  therefore  be  of  stiff, 
rigid  material.  Such  material  as  light  wood,  shingles,  card¬ 
board,  broom  handles,  umbrellas,  canes,  rolls  of  cloth  or  pillows 
with  board  outside,  may  be  used  in  emergencies.  Splints  should 
be  long  enough  to  stop  movement  in  the  nearest  joint  above  or 
joint  below  and  should  be  as  wide  as  the  limb  if  possible.  They 
should  always  be  padded  on  the  side  toward  the  limb;  cotton, 
waste  flannel  or  pieces  of  cloth  may  be  used  for  this  purpose. 
Splints  must  be  bandaged  tight  enough  to  prevent  slipping  or 
movement  but  not  so  tight  as  to  stop  circulation.  Great  care 
and  special  attention  should  be  given  to  this  point. 

Injuries  in  Which  the  Skin  Is  Not  Broken 

Fractures.  When  a  bone  is  broken  you  call  it  a  fracture.  It  is 
a  very  common  injury.  A  simple  fracture  is  one  in  which  the 
skin  is  not  broken  or  pierced.  A  compound  fracture  is  one  in 
which  the  skin  is  pierced.  Poor  handling  of  a  simple  fracture  may 
result  in  a  compound  fracture. 

In  most  cases  of  simple  fracture  first  make  the  patient  as 
comfortable  as  possible  and  then  call  a  doctor.  If  the  injury  is 
such  that  you  think  a  bone  is  broken,  treat  as  a  fracture  without 


FIRST  AID  TO  THE  INJURED 


33i 


further  examination.  If  the  doctor  is  expected  soon,  nothing  else 
need  be  done  unless  there  is  shock;  if  so,  treat  for  that  (see 
page  321). . 

In  applying  splints  any  kind  of  bandage  may  be  used :  handker¬ 
chiefs,  pieces  of  clothing,  and  the  like.  A  sling  may  even  have  to  be 
constructed.  For  this  a  large  handkerchief  or  towel  can  be  used. 

A  compound  fracture  is  much  more  serious.  The  skin  may  be 
broken  and  there  may  be  infection  and  months  of  sickness  may 
result.  Sometimes  the  wound  leads  to  the  bone  or  the  bone  may 
even  protrude  through  the  flesh  and  result  in  infection  of  the 
bone.  This  is  very  serious;  send  for  a  doctor  at  once.  Allow 
nothing  to  touch  the  wound.  If  necessary,  cut  away  clothing 
and  expose  the  wound.  Apply  a  sterile  compress  if  you  have  one. 
Do  not  attempt  to  restore  the  bone  if  it  protrudes  through  the 
skin.  Always  treat  the  wound  first,  then  the  fracture.  If  patient 
must  be  moved,  apply  best  splints  available  with  greatest  care 
so  there  will  be  no  motion  in  the  broken  part.  Use  greatest  pos¬ 
sible  care  in  moving,  avoiding  jars  or  sharp  bumps. 

Dislocation.  Dislocations  are  injuries  of  the  joints  and  are  due 
to  the  head  of  the  joint  slipping  out  of  the  joint-socket.  When 
this  takes  place,  the  ligaments  which  normally  keep  the  bone  in 
place  are  often  torn  loose.  The  most  common  dislocation  is  that 
of  the  shoulder  joint.  The  dislocation  of  the  jaw  and  fingers, 
however,  is  not  uncommon.  The  noticeable  deformity,  the  unusual 
appearance  as  compared  with  the  uninjured  side,  and  the  limi¬ 
ted  motion  help  in  making  sure  that  the  difficulty  is  a  dislocation. 

Send  for  a  doctor  at  once  and,  except  in  dislocation  of  the  jaw 
or  fingers,  wait  until  he  arrives.  When  no  attempt  is  made  to 
replace  the  dislocation,  make  the  patient  as  comfortable  as  pos¬ 
sible  and  treat  with  cloths  wrung  out  in  very  hot  water. 

Dislocation  of  the  jaw.  To  reduce  this  dislocation  wrap  both 
thumbs  with  bandage  so  they  will  be  protected  from  injury. 
Place  both  thumbs  on  lower  teeth,  each  side  of  lower  jaw.  Press 
first  down  and  then  back.  As  soon  as  the  jaw  starts  into  place, 
slide  thumbs  off  the  teeth  and  withdraw  them  for  as  the  jaw 
springs  into  place  it  is  apt  to  injure  them. 

Dislocated  fingers  can  be  reduced  without  great  difficulty. 
Firmly  grasp  dislocated  finger  on  hand  side,  pull  the  end  of  the 
finger  straight  away  from  the  hand  and  it  will  usually  slip  into  place. 


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Bruises.  Very  often  a  severe  bruise  results  in  the  flesh  turning 
black  and  blue.  For  a  severe  bruise  apply  hot  or  cold  water  to 
keep  down  the  swelling. 

Sprains.  A  sprain  is  an  injury  to  the  ligaments  and  tendons 
around  a  joint.  Swelling  and  pain  always  follow  a  sprain.  Cold 
cloths  will  often  keep  down  the  swelling.  Later  treatment  is  to 
alternate  with  hot  and  cold  cloths  over  the  joint.  Use  liniments 
and  massage.  Repeat  treatments  a  number  of  times  a  day.  Using 
the  joint,  if  unnecessary,  is  foolish.  Rest  is  needed  and  sometimes 
even  a  splint  is  advisable.  Support  with  figure  eight  bandage. 

Carrying  the  Injured 

First  aid  should  always  be  given  before  a  patient  is  moved; 
if  injury  is  severe,  do  not  move  unless  absolutely  necessary  until 
doctor  arrives. 

During  transportation,  clothing  should  be  loosened.  Patient 
should  be  kept  warm  and  made  comfortable  as  possible. 

The  method  of  transportation  will  vary  according  to  the 
injury.  It  is  always  safer  to  carry  patient  lying  down  and  a 


Fig.  13 


333 


FIRST  AID  TO  THE  INJURED 


stretcher  can  be  improvised  as 
shown  in  Fig.  13.  Other  methods 
of  transportation  are  given  in  the 
illustrations  and  explain  them¬ 
selves.  These  carries  can  be  used 
in  relay  races  and  every,  boy 
should  know  them. 


Fig.  14 


Fig.  16 


334 


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Fig.  17 

Artificial  Respiration 

There  are  two  methods  of  artificial  respiration,  the  Sylvester 
and  Schafer  methods.  Of  the  two,  Schafer’s,  the  better  one,  will 
be  described. 

Place  the  patient  face  down  with  a  folded  coat  or  pillow  under 
the  chest,  the  head  turned  to  one  side  and  mouth  opened.  Be  sure 
that  tongue  is  not  obstructing  passage  to  the  throat.  Place  the 
outspread  hands  on  the  small  of  patient’s  back,  so  that  the 
thumbs  nearly  meet  on  either  side  of  the  backbone  and  the  little 
fingers  lie  along  the  lower  ribs.  Lean  forward,  keeping  the  arms 
straight,  slowly  produce  firm  downward  pressure  in  order  to 
decrease  size  of  chest  cavity  and  press  all  the  air  possible  out  of 
the  lungs.  Then  release  pressure  quickly,  applying  a  little  sud¬ 
den  pressure  just  at  the  end.  Then  allow  the  lungs  to  fill  with 
air  again  because  of  their  natural  elasticity.  As  pressure  is 
applied  and  released  to  obtain  the  right  rhythm  of  breathing 
repeat  some  phrase  as  “one  thousand  and  one,  one  thousand  and 
two,”  exerting  pressure  slowly  on  the  first  part  of  the  phrase, 
releasing  rapidly  as  described  on  the  second  part.  Repeat  until 
patient  is  breathing  properly. 


FIRST  AID  TO  THE  INJURED 


335 


Artificial  respiration  should  always  be  consistently  used  while 
waiting  for  a  doctor  when  trying  to  resuscitate  a  drowning  per¬ 
son,  or  one  suffering  from  electric  shock  or  gas  asphyxiation 
(see  page  177). 

Burns,  Frostbite,  and  Freezing 

Burns  when  extensive  are  very  serious  and  may  demand  treat¬ 
ment  for  shock  and  the  administration  of  stimulants.  A  doctor 
should  be  called  in  such  a  case.  Three  degrees  of  burns  are 
usually  described,  depending  on  the  depth  to  which  the  heat 
penetrates:  In  the  first  degree,  the  skin  is  reddened  and  smarts; 
in  the  second  degree,  the  skin  is  reddened,  there  is  noticeable 
swelling  and  often  there  are  blisters;  in  the  third  degree,  the  skin 
is  usually  scorched  or  blackened.  There  is  swelling  and  great 
pain.  The  burn  has  penetrated  below  the  skin. 

Treatment  for  burns  of  the  first  degree:  Bathe  with  baking 
soda  in  water  or  with  olive  oil,  lard,  carbolized  vaseline,  boric 
acid,  ointment,  or  wet  compresses. 

Treatment  for  burns  of  the  second  degree:  Pierce  the  blisters 
at  the  edge  with  a  sterile  needle  and  apply  remedies  as  above. 
Cover  all  surfaces  with  sterile  compress.  Infection  can  take 
place  here  as  in  any  other  wound. 

Treatment  for  burns  of  the  third  degree:  Call  a  doctor  at  once. 
Treat  for  shock.  Cover  burns  with  clean  cloths  wet  in  baking 
soda  solution. 

Burns  from  acids  should  be  washed  with  solution  of  baking 
soda  immediately. 

Burns  from  lye  or  alkalis  should  be  treated  quickly  with  vine¬ 
gar  and  water,  then  dressed  as  above. 

Frostbite  and  Freezing.  The  effect  of  long  exposure  to  cold  is 
to  make  the  fingers,  toes,  nose,  or  ears  numb,  white,  and  hard. 
On  coming  into  a  warm  place  they  become  red  and  swollen,  and 
itch.  Rub  frozen  parts  with  snow  or  cold  water.  As  soon  as  cir¬ 
culation  is  established  and  sensation  returns  the  parts  will  be 
painful  and  probably  swell.  This  disappears,  however,  and 
usually  there  is  little  or  no  more  trouble. 

When  a  person  is  nearly  frozen,  the  whole  body  is  affected  and 
unconsciousness  may  result.  When  treating  such  a  person,  the 


336 


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patient  should  be  kept  in  a  cool  place  for  hours- and  the  frozen 
parts  rubbed  with  snow  or  wrapped  in  cold  wet  cloths.  A  stimu¬ 
lant  should  be  given,  plenty  of  coffee  or  tea.  The  temperature  of 
the  room  should  be  raised  gradually.  Final  removal  to  a  warm 
room  should  be  made  with  greatest  care. 

Poisoning 

In  any  case  of  poisoning  there  are  three  things  to  be  done: 
First:  Send  for  a  doctor.  Second:  Empty  the  stomach  of  the 
poison.  Third:  Give  an  antidote.  An  antidote  is  something 
that  neutralizes  the  poison. 

An  emetic  may  be  given  to  empty  the  stomach,  such  as  a  tea¬ 
spoonful  of  mustard  in  a  glass  of  warm  water,  or  a  solution  of  salt 
in  warm  water,  or  even  soapsuds.  Mechanical  emetics  may  also 
be  used  to  accomplish  the  same  end,  such  as  tickling  the  back  of 
the  throat  with  the  finger  or  with  a  feather.  If  poison  still 
remains,  have  patient  drink  more  water  and  go  through  the  same 
procedure  again.  After  vomiting  freely,  the  patient  should  drink 
a  large  amount  of  milk,  and  eat  raw  eggs  or  a  quantity  of  gruel 
made  of  milk  and  flour. 

Besides  the  remedies  already  suggested,  the  general  condition 
of  the  patient  must  be  watched.  Shock  follows  poisoning  very 
often  and  should  be  treated  at  once.  Stimulants,  heat,  and  even 
artificial  respiration  should  be  given  if  breathing  is  feeble  or  has 
stopped. 

Common  Emergencies 

Nosebleed.  Usually  nosebleed  will  stop  of  itself.  If  it  does 
not,  then  place  roll  of  paper  lightly  under  the  upper  lip,  press  lip 
between  nostrils,  or  apply  something  cold  to  the  back  of  the  neck. 
Avoid  blowing  or  picking  the  nose  because  this  dislodges  the 
blood  clot  and  bleeding  will  commence  again. 

Toothache.  This  is  usually  due  to  a  cavity  in  the  tooth.  Clean 
the  cavity  out  with  cotton  twisted  on  the  end  of  a  tooth  pick. 
Then  soak  small  piece  of  cotton  in  oil  of  cloves  or  camphor, 
squeeze  dry  and  place  in  cavity.  This  will  usually  give  relief. 
Have  dentist  see  it  at  once  and  have  the  teeth  examined  for  other 
difficulties. 


FIRST  AID  TO  THE  INJURED 


337 


Earache.  A  number  of  remedies  are  used  in  earache:  hot 
cloths,  hot  water  bottle,  and  a  bag  of  hot  salt  are  helpful.  A  few 
drops  of  hot  sweet  oil  and  a  plug  of  cotton  often  give  relief. 
Severe  earache  always  demands  the  services  of  a  doctor  as 
disease  of  the  middle  ear  may  result  in  breaking  of  the  ear-drum 
which  may  be  prevented  if  treated  in  time. 

Something  in  the  Eye.  Do  not  rub  the  eye.  Keep  it  shut,  allow¬ 
ing  tears  to  come  freely  and  then  lift  the  upper  lid  away  from  the 
eye-ball,  pulling  it  down  over  the  lower  lid.  This  will  ofttimes 
dislodge  the  offending  particle.  Blowing  the  nose  hard  several 
times  is  helpful.  You  may  need  the  help  of  another  party  to  look 
carefully  into  the  eye  and  to  remove  the  particle  with  the  twisted 
corner  of  a  clean  handkerchief  or  cotton  swab.  It  is  easy  to  see 
the  under  side  of  the  lower  lid,  but  rather  hard  to  see  the  under 
side  of  the  upper  lid.  To  turn  the  upper  lid  up,  place  a  slender 
pencil  at  the  natural  wrinkle  and  press  gently  in  and  down 
while  with  the  other  hand  you  grasp  the  eye-lashes  and  pull 
them  outward  and  upward,  thus  exposing  the  under  side  of 
the  upper  lid.  The  particle  can  then  usually  be  seen  and  re¬ 
moved.  When  the  particle  is  embedded  in  the  eye-ball  and 
cannot  be  removed,  see  a  doctor  at  once. 

Cramps ,  Stomach  Ache.  As  everyone  knows,  cramps  are  severe 
pains  in  the  abdomen,  probably  due  to  indigestible  or  unwhole¬ 
some  food.  A  hot  water  bottle  placed  on  the  abdomen,  accom¬ 
panied  by  rubbing,  often  gives  relief.  A  teaspoonful  of  soda  in 
glass  of  hot  water  or  spirits  of  peppermint  or  ginger  are  often 
helpful.  Indigestible  matter  may  be  gotten  rid  of  by  vomiting  or 
by  the  aid  of  a  cathartic,  such  as  Epsom  salts  or  Seidlitz  powder. 
If  pain  continues,  call  a  doctor  because  such  trouble  might  easily 
develop  into  appendicitis. 

Diarrhea.  Diarrhea  is  caused  by  bad  food  mixture  or  medi¬ 
cine.  It  may  be  just  a  few  extra  movements  with  no  general  ill 
feeling.  However,  diarrhea  from  spoiled  food  may  result  in 
serious  illness.  A  quick  purge  should  be  taken,  such  as  a  dose  of 
Epsom  salts,  repeated  in  three  hours  if  necessary.  This  will  tend 
to  increase  the  diarrhea  at  first,  but  will  gradually  improve  condi¬ 
tions.  If  there  is  no  relief,  better  see  a  doctor  at  once. 

Poison  Ivy  and  Poison  Oak.  Certain  types  of  wild  ivy,  some¬ 
times  called  oak,  produce  a  bad  poison.  The  poison  is  a  heavy  oil 


338 


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and  spreads  easily  especially  when  brought  into  contact  with  a 
person  who  is  perspiring.  The  oil  causes  an  irritating  itch,  often 
a  red  rash  which,  unless  promptly  treated,  rapidly  develops  into 
blisters  accompanied  by  swelling.  First  wash  with  strong  soap¬ 
suds  and  dry.  Then  wash  well  with  alcohol  if  it  is  available. 
Follow  this  with  generous  application  of  the  following: 

Carbolic  Acid — dram 
Zinc  Oxide  — ounce 
Lime  Water — 4  ounces 

Permanganate  of  potash  in  mild  solution  is  also  helpful,  or  a 
ten  per  cent  solution  of  guendelia. 

Sunburn.  No  matter  how  much  is  said  about  prevention  of 
sunburn,  remedies  for  the  same  will  always  be  needed.  Any 
soothing  ointment  is  good.  If  there  are  blisters  and  the  shoulders 
are  painful  after  the  ointment  has  been  applied,  cover  with 
sterile  gauze. 


CHAPTER  XIX 


SAFETY  FIRST1 
R.  T.  Wyse 

Fifty  per  cent  of  the  deaths  by  accident  are  entirely  unneces¬ 
sary — a  sad  commentary  on  the  law  that  “Self-preservation  is  the 
first  law  of  life.”  Life  should  not  be  risked  except  for  a  great 
cause,  but  many  of  us  do  it  continually  and  thoughtlessly  with  no 
other  purpose  than  unnecessarily  saving  a  little  time.  Alertness 
as  to  personal  safety  has  been  dulled  by  the  protections  of  civili¬ 
zation  by  which  man  feels  himself  surrounded.  This  and  the 
selfishness  which  makes  us  heedless  of  our  responsibility  for  our 
brother’s  life,  are  the  causes  of  most  of  the  dangers  which  sur¬ 
round  us. 

If  we  were  to  plan  thoughtfully  to  live  more  wisely  in  this 
regard,  and  to  take  no  chances  for  ourselves  or  others  we  would 
find  immediately  that  we  have  much  to  learn.  Our  education 
has  been  much  at  fault.  Most  of  us  have  not  been  taught  those 
things  about  our  personal  well-being  and  safety  that  are  vital. 
Herbert  Spencer  in  his  book  on  “Education”  writes  most  scath¬ 
ingly.  “Do  but  consider  for  a  moment  .  .  .  that  there  are 

twenty  ways  of  going  wrong  to  one  way  of  going  right;  and  you 
will  get  some  idea  of  the  enormous  mischief  that  is  almost  every¬ 
where  inflicted  by  the  thoughtless,  haphazard  system  in  common 
use.”  He  then  refers  to  the  savages  who  in  a  cold  climate  reject 
warm  blankets  for  a  string  of  beads,  and  says  our  mental  prefer¬ 
ences  in  education  are  just  as  barbaric  and  unreasonable,  as 
most  of  us  prefer  to  shine  and  make  ourselves  conspicuous  by 


1  Reprinted  by  permission  from  The  Canadian  Standard  Efficiency  Training 
“Manual  for  Tuxis  Boys,”  copyrighted,  Canada,  1918,  by  the  Committee  on 
Canadian  Standard  Efficiency  Training. 


340 


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exhibiting  a  knowledge  of  impressive  but  unpractical  learning 
while  utterly  neglecting  training  in  the  things  that  are  vitally 
necessary. 

Accidents  go  on  increasing — almost  as  destructive  during  each 
year  of  peace  as  if  a  great  war  were  going  on.  Though  sanitary 
laws  and  protective  devices  increase,  inventions  involving  danger 
also  increase.  In  the  United  States  alone  over  2,000,000  acci¬ 
dents  occur  yearly. 

Falls 

The  highest  toll  is  from  falls.  As  half  of  all  these  are  un¬ 
necessary,  the  majority  must  be  from  the  foolishness  of  taking 
chances  or  the  selfishness  of  not  considering  the  safety  of  others. 
Men  working  in  high  places  without  proper  protection  against 
falling  or  without  nets  provided  in  case  of  a  fall;  the  improper 
placing  of  ladders  (ladders  constituting  one-third  of  accidents 
from  falls);  the  falling  on  sharp  instruments  (pitchforks,  sharp 
tools,  boards  with  nails  up,  rakes,  etc.);  trap  doors  left  open; 
holes  or  excavations  of  any  kind  left  uncovered  or  unlighted; 
rope  or  wire  left  in  dangerous  places;  cellar  or  attic  stairs  not 
properly  lighted,  etc.,  cause  most  of  these  accidents.  Many  falls 
are  occasioned  by  the  slovenly  and  selfish  habit  of  leaving  some¬ 
one  else  to  clear  away  the  confusion  and  littered  condition  you 
have  yourself  created.  Myriads  of  small  things,  as  the  banana 
or  orange  peel  on  the  sidewalk,  a  loose  heel  on  the  shoe,  and  icy 
steps,  with  no  ashes  thrown  on  them,  account  for  many  falls. 

Accidents  on  Railways 

The  next  largest  number  occur  on  railways. 

While  the  railroad  management  is  held  responsible,  some 
individual  employe  is  generally  to  blame.  But  outside  of  those 
injured  while  legitimately  traveling  on  the  railway  or  those  in¬ 
jured  in  the  employ  of  the  railway,  fourteen  people  are  killed 
every  day  by  trespassing.  Keep  off  the  track. 

Do  not  use  the  railway  track  as  a  route  of  travel,  even  for  a 
short  distance,  and  do  not  use  railway  bridges  no  matter  how 
long  a  detour  you  may  have  to  make.  Keep  out  of  railroad 
yards.  Do  not  board  or  leave  a  moving  train  nor  crawl  under 
lowered  gates. 


SAFETY  FIRST 


34i 


Drowning 

The  next  largest  number  of  deaths  from  accidents  yearly  is 
from  drowning.  Naturally  the  answer  is,  learn  to  swim.  Learn¬ 
ing  to  swim  should  be  compulsory  and  the  ability  to  swim  as 
universal  as  walking,  for  man  is  often  helpless  on  and  in  the 
water  if  he  does  not  know  how  to  swim. 

If  you  want  to  own  a  canoe,  make  up  your  mind  to  learn  to 
swim  first  and  to  paddle  afterwards.  People  usually  reverse  the 
order.  No  one  should  take  out  in  a  canoe  anyone  who  cannot, 
swim.  Canoes  may  be  upset  by  such  trifles  as  a  violent  fit  of 
laughter.  Don’t  take  chances  with  the  weather,  especially  on 
the  large  lakes.  Consult  some  old  sailor  or  experienced  shore- 
hand  if  the  water  looks  at  all  rough  or  the  wind  is  high.  It  is  the 
greenhorn  who  takes  risks,  especially  with  horses  and  boats, 
which  are  uncertain  elements.  An  old  sailor  can  always  give 
you  good  advice.  I  saw  two  young  men  drowned  within  half  an 
hour  after  laughing  at  the  warning  of  an  old  sailor.  I  had  in¬ 
tended  to  go  out  but  saw  that  the  wind  was  blowing  strong  off¬ 
shore  and  heard  the  old  man  advising  those  fellows,  both  of 
whom  could  swim  and  paddle.  It  became  still  rougher  and  the 
wind  was  so  strong  off-shore  that  they  could  not  get  back.  In 
canoes  or  rowboats,  people  should  absolutely  never  change  seats. 

On  the  lakes  in  rough  weather,  a  motor  boat  that  is  too  large 
to  be  handled  with  oars  must  be  managed  carefully,  for  if  the 
engines  go  wrong  in  such  a  craft,  you  are  more  helpless  than  you 
are  in  a  rowboat  which  by  skill  and  strength  you  can,  in  ordinary 
seas,  keep  at  right  angles  with  the  waves.  Even  if  you  ship  some 
water  in  a  rowboat,  you  are  comparatively  safe  if  you  take  the 
waves  as  nearly  at  right  angles  as  possible,  riding  straight  over 
them,  not  between  them.  If  you  once  lie  in  the  trough  of  the 
sea,  you  are  in  great  danger,  and  that  is  what  happens  to  the 
motor  boat  if  it  becomes  helpless. 

In  swimming  do  not  go  out  far  unless  you  are  in  hailing  dis¬ 
tance  of  boats  or  other  swimmers,  for  in  our  cold  waters  cramps 
are  possible  even  to  the  best  swimmers,  who  should  always  be 
escorted  on  long  swims  even  when  keeping  comparatively  near 
shore  though,  of  course,  in  deep  water.  No  one  should  be  so 
foolhardy  as  to  go  in  swimming  from  a  shore  with  no  one  in 
sight.  Unless  you  are  a  good  swimmer,  do  not  go  into  any  water 


342 


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until  you  know  the  character  of  the  bottom.  Avoid  any  place 
where  there  is  an  undertow.  Learn  to  swim  on  your  back  and  to 
float,  as  without  this  knowledge  you  are  of  very  little  use  to 
yourself  and  others  in  any  real  emergency. 

Fire 

The  next  largest  number  of  accidents  is  from  fire — more  than 
fifty  per  cent  unnecessary.  Even  when  it  is  caused  by  wiring  it 
is  often  from  careless  work. 

All  closets,  cupboards,  attics,  and  the  like,  should  be  kept  clean 
and  free  from  litter. 

Keep  matches  in  a  covered  metal  box.  Be  most  careful  how 
you  dispose  of  a  lighted  match.  Avoid  taking  ashes  from  stove 
or  furnace  until  they  are  cold.  Do  not  take  a  lighted  match  into 
a  room  in  which  you  smell  gas.  When  at  any  hotel,  notice  the 
location  of  fire  escapes  and  stairs  and  which  passages  lead  to 
them.  Smoking  should  never  be  allowed  in  a  stable  or  in  a 
garage  where  gasoline  is  kept  in  large  quantities. 

If  the  house  in  which  you  are,  or  any  person  or  thing  in  it, 
catches  fire,  close  doors  and  windows  promptly  to  exclude  draft 
and  smother  the  fire  with  rugs  or  bedding  or  garments,  prefer¬ 
ably  of  wool. 

The  practice  of  closing  as  many  doors  as  possible  at  night,  par¬ 
ticularly  the  kitchen  door,  is  a  good  precaution.  Never  leave 
any  halls  or  passageways  obstructed  after  dark. 

Campfires  must  be  entirely  extinguished  before  leaving  camp. 
Carelessness  in  this  matter  is  a  criminal  offense,  as  some  of  our 
most  disastrous  forest  fires  are  started  in  this  way. 

If  your  clothing  catches  fire,  never  run  for  assistance.  If  there 
is  nothing  at  hand  with  which  to  wrap  yourself  to  smother  it,  lie 
down  and  roll  over  slowly,  beating  and  fighting  the  flames  with 
your  hands  and  arms.  Do  exactly  the  same  to  anyone  else. 

Do  not  jump  from  windows  of  burning  buildings,  unless  it  is 
the  only  means  of  escape.  Within  six  inches  of  the  floor  there 
will  be  no  smoke  to  speak  of,  so  crawl  along  with  your  face  as 
near  the  floor  as  possible.  If  you  can  wring  your  handkerchief 
in  water  and  tie  it  over  your  mouth  and  nose  you  will  find  it  an 
effective  mask. 


SAFETY  FIRST 


343 


If  you  see  a  burning  building,  alarm  the  inmates  and  then 
ring  the  fire  alarm.  Outside  a  burning  house  borrow  bedding, 
mattresses,  and  pillows  from  the  neighborhood  and  place  under 
windows  at  which  people  are  seen.  In  case  of  fire,  always  think 
of  others  beside  yourself  in  making  your  escape  and  do  your 
share  of  warning  or  assisting. 

Be  careful  not  to  spill  gasoline  in  using  it  and  never  use  it 
near  fires  or  lamps,  or  in  a  closed  room. 

Gasoline  also  should  never  be  stored  except  in  approved  re¬ 
ceptacles.  Burn  up  any  oily  rags  as  soon  as  you  have  used  them, 
as  spontaneous  combustion  is  liable  to  take  place. 

Keep  others  from  panic  and  do  not  lose  your  head. 

Poisons 

Poisons  should  never  be  kept  with  harmless  things.  Always 
put  them  in  a  special  place,  preferably  under  lock  and  key. 
Bottles  should  have  some  distinctive  color  or  shape,  that  may 
be  recognized  by  touch  in  the  dark. 

For  poisons,  take  an  emetic  immediately,  salt  or  mustard 
water  being  the  most  common  available.  An  acid  is  an  exception 
to  this  rule.  Swallow  in  this  case  white  of  egg,  flour  and  water, 
or  milk  in  quantities  to  neutralize  the  acid.  For  an  alkali,  take 
lemon  juice  or  vinegar. 

There  are  myriad  forms  of  menace  to  life  everywhere  which,  if 
enumerated,  would  fill  a  volume.  These  are  merely  a  few  sugges¬ 
tions.  Safety  instructions  and  protection  in  industrial  work 
form  a  separate  subject  by  itself.  What  people  are  now  organiz¬ 
ing  to  accomplish  is  a  universal  training  by  which  we  may  be 
quick,  alert  to  see  danger  signals,  and  thus  avoid  danger.  We 
must  educate  ourselves  to  be  a  protection  to  others  as  well  as 
to  ourselves.  As  a  result  of  the  present  crusade  accidents  are 
beginning  to  show  a  decrease.  The  necessary  persistent  labor 
entailed  has  been  against  apathy — lack  of  appreciation  and  even 
ridicule. 

We  want  first  of  all  to  rid  ourselves  of  one  of  the  besetting  sins 
of  our  age — the  habit  of  undue  haste.  This  is  a  fertile  cause  of 


344 


HANDBOOK  FOR  COMRADES 


many  of  the  foolish  things  people  do.  In  order  to  promote  safety, 
we  need  to  cultivate: 

1.  Observation. 

2.  Mental  alertness — to  form  conclusions  and  act  quickly. 

3.  Unselfishness — which  constitutes  us  our  brother’s  keeper. 

4.  The  necessary  knowledge  of  what  to  do  in  an  emergency. 


CHAPTER  XX 


AMERICAN  CITIZENSHIP  FOR  BOYS 
THE  YOUTH  AS  A  CITIZEN 

The  young  men  for  whom  this  Program  has  been  developed 
will  be  called  upon  during  the  next  twenty  years  to  take  part  in 
carrying  on  the  business  and  government  of  the  United  States. 
There  are  boys  taking  this  Program  who  will  be  heads  of  mer¬ 
cantile  establishments,  presidents  of  railroads,  members  of 
Congress — possibly  a  President,  of  the  United  States. 
The  United  States  is  pointing  its  finger  at  every  one  saying, 
“This  means  you!”  The  United  States,  therefore,  has  a  right  to 
insist  that  every  citizen  shall  know  what  kind  of  a  government 
he  lives  under,  so  that  when  occasion  shall  arise,  he  shall  be 
ready  to  fight  for  a  cause  and  country  just  as  he  would  fight  for 
his  home  and  his  family,  and  he  shall  know  that  the  government 
of  the  United  States  is  something  which  is  worth  living  for, 
worth  dying  for,  if  need  be. 

The  boys  for  whom  this  Program  is  meant  have  ceased  to  be 
children.  They  are  in  many  cases  at  work,  earning  wages  in 
stores  and  factories.  They  go  to  and  fro  on  the  streets.  They 
ought  to  understand  how  it  is  that  they  are  protected  from 
thieves  and  robbers  in  their  homes  and  on  the  public  streets; 
that  if  they  commit  crimes  or  acts  which  are  forbidden  by  the 
law,  they  will  be  punished  by  the  law;  that  if  they  foolishly  run 
into  debt  in  buying  things  they  do  not  need,  the  law  will  protect 
them;  that  if  they  have  property  left  to  them,  the  law  will  pre¬ 
vent  them  from  wasting  it;  that  the  law  will  compel  their  em¬ 
ployers  to  pay  them  for  their  work. 

All  of  these  things  are  matters  of  everyday  life.  We  do  not 
think  there  is  anything  strange  or  remarkable  about  it  when  the 


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policeman  stops  a  fight  or  arrests  a  thief,  or  when  a  murderer 
is  tried  for  his  life  and,  if  found  guilty,  is  put  to  death,  or  when  a 
fire  department  puts  out  a  fire,  or  a  board  of  health  quarantines 
a  house  in  which  there  are  persons  who  are  sick  with  contagious 
diseases.  We  see  nothing  unusual  in  having  courts  of  justice 
for  the  trial  of  persons  accused  of  crime  and  the  arbitration  of 
disputes  about  business  and  property,  prisons  and  penitentiaries 
for  the  punishment  of  criminals,  and  almshouses  for  the  care  of 
poor  persons.  We  think  it  quite  natural  to  have  armies  and 
navies  to  protect  our  people  against  their  enemies  and  suppress 
riots  and  rebellions.  We  are  not  at  all  astonished  by  the  great 
system  of  public  education  which  prevails  almost  everywhere  in 
the  United  States.  Yet  these  are  only  a  few  of  the  kinds  of  public 
business  called  government  which  we  carry  on  as  citizens  of  the 
United  States. 

We  who  are  citizens  of  the  United  States  have  the  right  to 
live  in  the  United  States  and  be  protected  by  its  laws,  and  we 
are  in  duty  bound  to  obey  its  laws,  and,  if  called  upon,  to  defend 
its  government  in  time  of  war.  We  are  citizens  of  the  United 
States  because  we  have  either  been  born  or  naturalized  in  the 
United  States  and  are  subject  to  its  laws.* 

Citizenship 

Every  child  born  in  the  United  States  of  American  parents 
is  a  citizen  of  the  United  States.  A  person  born  abroad  of 
American  parents  living  abroad  is  a  citizen  of  the  United  States. 
He  will,  however,  lose  his  right  of  citizenship  if  he  does  not  claim 
it  legally  when  he  is  eighteen  years  old.  A  foreigner  who  comes 
to  the  United  States  may  become  a  citizen  of  the  United  States 
by  complying  with  the  laws  which  provide  that,  after  living  here 
for  a  number  of  years,  he  shall  renounce  the  government  under 
which  he  was  born  and  shall  make  oath  in  court  that  he  will 
support  the  government  of  the  United  States.  A  foreigner  who 
has  become  a  citizen  of  the  United  States  may  lose  his  right  of 
citizenship  by  going  back  to  his  old  home  and  staying  there 
more  than  two  years  without  making  legal  claim  to  his  American 
citizenship. 


*  U.  S.  Constitution,  14th  Amendment. 


AMERICAN  CITIZENSHIP  FOR  BOYS 


347 


A  child  born  in  any  other  country  of  foreign  parents  who  come 
here  to  live  and  are  naturalized  as  citizens,  becomes  a  citizen 
when  its  parents  become  citizens. 

Indians  who  are  born  in  the  United  States,  are  not  citizens  so 
long  as  they  live  in  tribes. 

Foreigners  who  come  here  and  live  without  being  naturalized 
are  like  visitors  or  guests  in  a  home.  They  have  no  right  to 
stay  in  the  United  States  under  the  protection  of  its  laws  unless 
our  Government  is  willing. 

Law  in  the  United  States 

The  laws  of  the  United  States  by  which  we  as  citizens  have  a 
right  to  be  protected  are  constitutions,  which  establish  govern¬ 
ments  and  direct  the  way  in  which  they  shall  be  carried  on,  and 
statutes,  which  really  are  rules  of  behavior  that  require  us  to  do 
what  is  right  and  forbid  what  is  wrong. 

The  Constitution  of  the  United  States  is  a  collection  of  rules 
for  carrying  on  the  government  of  the  United  States.  It  was 
prepared  in  1787  by  a  convention  of  delegates  from  twelve  of 
the  original  thirteen  states  of  our  Union.  It  was  afterwards 
accepted  by  all  of  those  states  and  has  been  accepted  by  the 
states  which  since  then  have  been  added  to  the  United  States. 

The  Constitution  begins  with  a  preamble,  which  says,  “We, 
the  People  of  the  United  States,  in  order  to  form  a  more  perfect 
Union,  ...  do  ordain  and  establish  this  Constitution  for  the 
United  States  of  America.”  The  Constitution  of  the  United 
States,  therefore,  was  made  by  the  people  of  the  United  States, 
and  is  the  people’s  law  of  the  United  States.  Each  of  the  states 
of  which  the  United  States  is  composed  has  a  constitution,  which 
is  the  people’s  law  of  that  state. 

The  Constitution  of  the  United  States  declares  that  the  laws 
of  the  United  States  shall  be  made  by  a  legislature  called  a 
Congress,  shall  be  enforced  by  an  executive  officer  called  the 
President  of  the  United  States,  and  shall  be  interpreted  or  ex¬ 
plained  when  their  meaning  is  in  doubt  by  the  Supreme  Court 
of  the  United  States.  In  like  manner,  the  Constitution  of  each 
state  declares  that  the  laws  of  that  state  shall  be  made  by  its 
Legislature,  shall  be  enforced  by  its  Governor,  and  shall  be 
interpreted  or  explained  by  its  courts  of  justice. 


348  HANDBOOK  FOR  COMRADES 

Government  in  the  United  States 

The  government  which  is  established  by  the  Constitution  of 
the  United  States  is  really  a  body  of  public  officers  who  make  and 
enforce  and  judge  laws,  representatives  in  Congress,  senators 
in  Congress,  the  President  of  the  United  States,  his  secretaries 
or  assistants,  subordinate  public  officers,  and  judges  and  officers 
of  the  United  States  Courts. 

The  government  which  is  established  by  the  Constitution  of 
each  of  our  states  is  a  body  of  public  officers,  representatives  in 
legislatures,  senators  in  legislatures,  governors  and  other  public 
executive  officers,  and -judges  of  state  courts. 

The  Legislature  of  each  state  establishes  smaller  governmental 
districts  within  that  state.  These  are  counties,  cities,  towns,  and 
villages. 

A  county  is  a  district  within  a  state,  which  has  been  estab¬ 
lished  for  the  purpose  of  maintaining  courts  in  which  business 
disputes  are  arbitrated  and  criminal  cases  are  tried,  jails  in 
which  criminals  are  confined,  and  almshouses  in  which  poor 
people  are  cared  for.  A  city  is  a  thickly  populated  district  within 
a  state,  the  inhabitants  of  which  maintain  streets,  sewers,  fire 
departments,  water  departments,  and  other  appliances  which 
promote  the  health,  welfare,  and  safety  of  the  large  number  of 
people  who  live  near  one  another  in  smal  sub-divisions  of  a 
state.  A  town  is  a  small  district  whose  people  unite  n  main¬ 
taining  streets,  sidewalks,  roads,  almshouses,  waterworks, 
sewers,  and  other  appliances  which  promote  the  health  and 
comfort  of  the  people  who  live  within  its  borders.  A  village  is  a 
district  which  may  be  wholly  within  a  town  or  may  extend  over 
many  towns,  the  inhabitants  of  which  maintain  sidewalks, 
fire  departments,  and  some  other  appliances  which  they  are 
willing  to  pay  for,  but  which  they  could  not  fairly  ask  the 
people  of  the  towns  of  which  they  are  a  part  to  provide. 

How  Governments  Protect  Citizens  of  the  United  States 

Let  us  see  what  happens  to  a  young  man  in  one  day  of  his 
life — the  things  which  are  so  common  that  no  one  thinks  there 
is  anything  remarkable  about  them. 

The  young  man  after  a  night’s  rest  in  his  home  has  his  break¬ 
fast  and  starts  either  for  his  school  or  college  or  for  the  place 


AMERICAN  CITIZENSHIP  FOR  BOYS 


349 


where  he  is  employed.  He  does  not  stop  to  think  that  the 
policeman  who  patrols  the  streets  has  prevented  burglars  from 
breaking  into  his  home  while  he  was  asleep  and  stealing  the 
property  which  belongs  to  his  family. 

At  his  breakfast  he  has  sugar,  salt,  pepper,  and  different 
articles  of  food,  nearly  all  of  which  were  purchased  by  his  family 
at  the  grocery  store  and  the  butcher  shop.  The  articles  which  the 
grocer  and  the  butcher  have  on  hand  were  purchased  by  them 
from  manufacturers,  keepers  of  wholesale  stores,  and  merchants 
who  sell  articles  which  are  brought  to  the  United  States  from  all 
parts  of  the  world.  Those  stores  could  not  be  kept  open  if  they 
were  not  protected  from  thieves  by  policemen,  who  are  officers 
of  the  government  of  the  city,  town,  or  village  in  which  the  stores 
are  located.  The  wholesale  dealer  would  not  be  able  to  keep  in 
stock  the  articles  which  he  supplies  to  the  grocer  or  the  butcher, 
if  the  railroads  and  steamboats  which  carry  the  articles  he  buys 
and  those  he  sells  were  not  protected  by  our  state  and  national 
government.  The  person  who  sells  articles  which  are  brought 
to  the  United  States  from  distant  countries  could  not  carry  on 
his  business  if  the  government  of  the  United  States  did  not  have 
a  navy  to  protect  merchant  ships,  that  bring  to  the  United 
States  commodities  which  are  not  produced  here  and  carry  to 
other  countries  commodities  which  the  people  of  the  United 
States  wish  to  sell. 

The  young  man  would  not  even  have  a  home  in  which  he 
would  be  sheltered,  where  he  would  have  his  meals  and  his  bed, 
if  it  were  not  for  the  government  of  the  state,  which  protects  the 
man  who  owns  or  hires  a  house  from  being  turned  out  of  it  by 
persons  to  whom  it  does  not  belong  and  who  have  no  right 
to  it. 

The  young  man  who  has  eaten  his  breakfast  goes  out  on  the 
street.  On  his  way  to  his  work  the  first  man  he  sees  possibly 
is  the  letter-carrier,  who  is  an  officer  of  the  government  of  the 
United  States.  That  letter-carrier  is  doing  the  work  of  the 
President  of  the  United  States.  He  has  been  appointed,  directly 
or  indirectly,  by  one  of  the  President’s  assistants,  the  Postmaster 
General,  who  holds  his  office  because  he  was  selected  for  it  by 
the  President  of  the  United  States.  The  President  of  the  United 
States  has  power  to  carry  on  the  business  of  the  Post  Office 


350 


HANDBOOK  FOR  COMRADES 


Department,  because  a  law  of  Congress  has  given  him  that 
authority.  The  President  of  the  United  States  has  been  elected 
and  holds  office  under  the  authority  of  the  Constitution  of  the 
United  States,  which  established  the  government  of  the  United 
States. 

The  laws  which  gave  the  President  authority  to  appoint  a 
Postmaster  General  and  the  laws  which  give  the  Postmaster 
General  authority  to  carry  on  the  business  of  the  Post  Office, 
were  made  by  the  Congress  of  the  United  States.  The  Congress 
of  the  United  States  exists  under  an  authority  given  to  it  by 
the  Constitution  of  the  United  States. 

Public  Officers 

The  young  man  who  has  thus  been  protected  in  his  home  and 
on  the  streets  by  officers  of  different  governments,  as  he  goes 
farther,  sees  something  more  than  the  policeman  and  the  letter- 
carrier.  For  example,  he  walks  on  a  sidewalk  along  the  public 
street.  The  street  have  been  paved,  the  sidewalk  has  been  built, 
the  sewers  under  the  streets  have  been  constructed  and  are 
maintained  by  the  village,  town,  or  city  in  which  he  lives. 
He  is  one  of  the  citizens  of  that  place  and  is  called  upon,  in  pro¬ 
portion  to  his  means,  to  pay  for  these  public  appliances.  The 
young  citizen  does  not  himself  always  pay  any  part  of  the  cost 
of  streets  and  sidewalks.  His  parents,  if  they  have  means, 
contribute  in  the  form  of  taxes  their  share  of  the  cost. 

Public  Property 

We  see  everywhere  about  us  public  streets  and  sidewalks, 
sewerage  systems,  fire  departments,  public  schools,  public  parks 
and  playgrounds,  art  museums,  museums  of  natural  history, 
the  policing  of  streets — all  of  which  enable  people  to  live  together 
in  one  place  in  safety,  to  have  good  health,  to  improve  morally, 
and  to  lead  happy  lives.  All  these  things  belong  to  all  of  the 
people.  The  young  man  is  just  as  much  a  proprietor  of  all  these 
good  things  as  any  other  person.  We  often  hear  people  speak  of 
roads  and  schools  and  other  things  of  that  kind,  and  say,  “It 
is  as  much  mine  as  it  is  yours,”  and  they  say  rightly,  because  the 
property  which  belongs  to  the  public  belongs  to  each  one. 


AMERICAN  CITIZENSHIP  FOR  BOYS 


35i 


Public  Utilities 

We  see  in  cities  and  in  many  towns  street  cars  going  to  and 
fro,  hydrants,  gas  street  lamps,  electric  street  lamps,  gas  houses, 
electric  lights  and  power  plants,  reservoirs  for  water  supply, 
and  other  appliances  which  any  one  has  the  right  to  use  by  paying 
his  proportion  of  the  cost.  We  call  these  useful  things  public 
utilities.  They  are  owned,  as  a  rule,  by  corporations  or  associa¬ 
tions  composed  of  private  persons.  They  are  not  and  ought  not 
to  be  wholly  managed  and  controlled  by  these  private  persons 
who  own  them.  In  the  first  place,  they  obtain  from  the  govern¬ 
ments  of  the  places  in  which  they  do  business  a  right  to  use  the 
streets  for  laying  gas  and  water  mains,  for  street-car  tracks,  for 
poles  and  conduits  to  carry  electric  wires,  and  similar  purposes. 
All  the  money  they  get  comes  from  the  public,  who  use  these 
appliances  and  pay  for  such  use.  Inasmuch  as  they  exist  by  the 
consent  of  the  public,  and  have  certain  rights  to  use  public  prop¬ 
erty,  such  as  streets,  which  are  called  public  franchises  and  are 
given  them  by  the  people,  and  inasmuch  as  they  obtain  their 
income  by  carrying  on  their  business  in  places  owned  by  the 
public,  it  is  only  right  that  they  should  be  controlled  by  the  gov¬ 
ernments  which  give  them  the  right  thus  to  do  business.  Hence, 
one  of  the  things  which  our  young  men  learn  is  that  public 
utilities  are  businesses  which  are  owned  by  private  individuals, 
but  are  carried  on  under  rules  and  regulations  prescribed  by  gov¬ 
ernments.  They  realize,  then,  that  some  kinds  of  business 
enterprises  which  are  privately  owned  and  operated  are  con¬ 
trolled  by  government.  Street-car  fares,  for  instance,  usually 
may  not  exceed  five  cents,  and  the  price  of  water  and  gas  supplied 
to  persons  living  in  private  houses  is  fixed  by  the  governments 
of  the  places  where  they  do  business. 

In  a  larger  way  we  see  many  businesses  of  the  same  kind  that 
are  owned  and  managed  by  individuals  which,  for  the  same  rea¬ 
son,  are  under  the  supervision  and  control  of  governments.  For 
example,  steam  railroads  going  from  place  to  place  within  a  state 
are  managed  by  officers  chosen  by  the  persons  who  own  the  stocks 
of  such  corporations.  The  work  which  these  officers  do,  however, 
is  controlled  in  a  large  degree  by  public  officers  who  have  authori¬ 
ty  given  them  by  state  laws. 


352 


HANDBOOK  FOR  COMRADES 


In  a  larger  and  in  a  broader  sense  railroads  which  go  from  one 
state  to  another  are  owned  by  private  individuals,  and  are  man¬ 
aged  by  officers  chosen  by  those  private  individuals,  but  are 
controlled  by  the  government  of  the  United  States. 

Public  Buildings 

We  see  in  every  county  important  public  utilities,  such  as 
courthouses,  jails,  hospitals,  and  almshouses.  The  people  who 
live  in  the  cities  and  towns  which  are  within  the  borders  of  a 
county  pay  the  expense  of  maintaining  these  public  utilities,  in 
order  to  provide  for  the  trial  of  persons  who  are  charged  with 
having  committed  crime,  for  arbitrating  disputes  about  busi¬ 
ness  and  property,  for  the  punishment  of  persons  who  are  con¬ 
victed  of  crime,  for  the  support  of  the  poor,  and  for  taking  care 
of  sick  people. 

Large  cities,  such  as  New  York,  Philadelphia,  Chicago,  Boston, 
and  San  Francisco,  comprise  either  the  whole  of  a  county  or  more 
than  one  county.  The  government  of  a  county  in  such  cases 
really  is  almost  the  same  as,  or  is  a  part  of,  the  government  of  the 
city.  Courthouses,  jails,  almshouses,  and  other  institutions  of 
the  kind,  are  maintained  and  managed  by  county  governments, 
which  exist  within  cities  or  operate  side  by  side  with  city  govern¬ 
ments.  Nevertheless,  these  county  governments  are  entirely  dis¬ 
tinct  from  the  governments  of  the  cities  in  which  they  are  situated. 

Outside  of  great  cities,  counties  usually  are  associations  of 
cities  and  towns  for  the  purpose  of  providing  conveniently  for  the 
carrying  on  of  the  various  sorts  of  public  business  for  which 
counties  exist. 

In  the  capital  city  of  each  state  we  see  a  capitol  building  and 
other  buildings  used  for  state  purposes.  In  various  parts  of  a 
state  we  see  penitentiaries,  state  hospitals,  state  insane  asylums, 
state  almshouses,  and  other  similar  institutions.  In  many  states 
there  are  roads  covering  long  distances,  which  have  been  con¬ 
structed  and  are  maintained  by  the  state.  All  of  these  things  are 
appliances  for  supplying  the  needs  of  all  the  people  of  the  state 
and  especially  of  certain  people  who,  for  one  reason  or  another, 
cannot  be  taken  care  of  by  the  county  governments. 

We  know  that  towns,  cities,  counties  and  states  have  boards 
of  health,  whose  duty  it  is  to  prevent  the  spreading  of  contagious 


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diseases.  Each  of  our  states  has  laws  which  enable  the  people  of 
the  state,  counties,  cities,  and  towns  to  quarantine  persons 
suffering  with  smallpox  and  other  contagious  maladies.  When 
we  go  from  place  to  place  in  the  state  and  see  the  state  buildings, 
county  buildings,  city  buildings,  town  buildings,  village  buil¬ 
ding,  we  see  the  places  in  which  the  public  officers  composing  the 
government  do  the  work  of  providing  for  the  safety,  prosperity, 
health,  morality,  and  happiness  of  the  people. 

In  every  village,  town,  and  city  of  the  United  States  we  find 
post  offices,  which  are  owned  and  operated  by  the  government  of 
the  United  States.  Every  large  city  has  a  United  States  custom 
house,  where  taxes  are  imposed  upon  articles  of  merchandise 
which  are  brought  here  from  foreign  countries. 

In  the  city  of  Washington  there  are  huge  buildings  in  which 
the  officers  of  the  United  States  carry  on  the  public  business  of 
the  United  States,  which  we  call  our  national  government. 
These  public  officers  regulate  and  control  all  matters  in  which 
the  people  of  all  the  United  States  are  interested.  For  example, 
all  the  people  of  the  United  States  have  an  interest  in  the  regu¬ 
lation  of  our  commerce  at  home  and  abroad,  so  that  very  rich 
persons  and  corporations  shall  not  be  able  to  compel  the  people 
to  pay  exorbitant  pi  ices  for  what  they  have  to  eat,  drink,  and 
wear.  All  of  the  people  of  the  United  States  have  an  interest 
in  the  maintenance  of  a  sufficient  army  and  navy  so  that  in  time 
of  war  we  shall  not  be  afraid  of  our  enemies. 

This  public  business,  which  is  carried  on  in  a  smaller  way  by 
villages,  towns,  cities,  and  counties,  and  in  a  larger  way  by  the 
states  of  the  United  States  and  by  the  United  .States,  costs  money. 
That  money  has  to  be  raised  by  imposing  taxes  upon  the  people. 
Therefore,  the  governments  of  our  villages,  towns,  cities,  and 
counties  of  the  states  and  of  the  United  States  have  power  to 
make  laws  which  compel  people  who  have  money  to  pay  their 
just  share  of  the  expense  of  carrying  on  the  public  business  in 
which  we  all  have  the  same  interest. 

Purposes  of  Governments 

Our  young  men,  who  thus  see  that  much  is  done  for  them,  and 
that  much  must  be  done  by  them  and  by  their  public  officers  in 
order  to  make  the  public  business  of  government  successful. 


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should  realize  that  these  governments  have  power  to  compel 
each  person  living  in  the  United  States  to  do  certain  things  which 
he  ought  to  do  and  to  refrain  from  doing  certain  things 
which  he  ought  not  to  do.  Our  governments  have  been  estab¬ 
lished  by  the  people  for  certain  definite  purposes.  Those  pur¬ 
poses  are  to  provide  for  the  safety  of  the  people,  by  means  of 
armies  and  navies,  courts,  penitentiaries,  jails,  lock-ups,  and 
other  appliances  which  prevent  nations  or  individuals  from  in 
juring  others.  These  governments  have  power  to  punish  persons 
who  commit  crimes  and  who  prevent  others  from  being  safe,  com¬ 
fortable,  good,  and  happy.  Therefore,  each  of  our  governments 
has  to  have  power,  not  only  to  get  money  to  pay  its  expenses,  but 
also  to  inflict  punishment.  The  power  which  the  government 
has  to  inflict  punishment  is  only  such  power  as  is  needed  to  pre¬ 
vent  wrongdoers  from  injuring  others.  In  other  words,  so  long 
as  a  person  does  right  in  the  United  States  and  pays  his  share 
of  the  expense  of  carrying  on  our  governments,  he  is  not  gov¬ 
erned  at  all.  He  gets  the  advantages  of  the  public  services  which 
governments  render  to  the  people,  but  is  not  himself  governed, 
except  that,  if  he  interferes  with  the  safety,  prosperity,  morality, 
comfort,  and  happiness  of  the  people,  he  will  be  deprived  of  the 
whole  or  some  portion  of  his  own  safety,  prosperity,  comfort, 
and  happiness. 

Rights  of  Citizens 

The  citizen  of  the  United  States  thus  governs  himself  and  is 
not  governed  by  anybody,  except  in  so  far  as  the  laws  made  and 
enforced  by  his  government  prevent  him  from  injuring  others. 

When  our  ancestors  established  our  State  and  National  gov¬ 
ernments,  they  had  it  in  mind  that  each  individual  citizen  ought 
to  have  certain  rights  which  the  governments  they  were  to  es¬ 
tablish  should  not  have  power  to  violate.  These  rights  were 
stated  very  carefully  in  the  Declaration  of  Independence  as 
rights  of  life,  liberty,  and  the  pursuit  of  happiness. 

These  rights  of  life,  liberty,  and  the  pursuit  of  happiness  may  be 
further  subdivided  as  natural  rights,  civil  rights,  and  political  rights. 

Natural  Rights 

A  natural  right  is  a  right  which  a  person  has  because  he  is  a 
free  man. 


AMERICAN  CITIZENSHIP  FOR  BOYS 


355 


The  citizen  has  a  right  to  live.  No  government  has  a  right  to 
take  away  his  life,  unless  he  does  something  which  will  prevent 
another  person  from  living.  If  he  commits  a  murder,  he  prevents 
another  person  from  living,  and  so  forfeits  his  own  right  to  live. 

The  citizen  has  a  right  to  his  liberty.  He  has  a  right  to  speak 
his  mind  on  any  topic,  to  believe  what  he  pleases,  and  to  worship 
God  in  the  way  he  thinks  best.  If  a  man  uses  his  right  to  say 
what  he  pleases  by  making  speeches  in  public  places  that  will 
start  riots,  whereby  life  and  property  will  be  endangered,  he 
forfeits  his  right  to  free  speech,  because  he  has  so  used  it  as  to 
prevent  others  from  being  able  to  say  what  they  please.  If  a 
man  claims  that  his  right  to  worship  God  in  his  own  way  ex¬ 
tends  to  the  exercise  of  a  religion  which  permits  a  man  to  have 
more  than  one  wife,  he  misuses  his  right  of  religious  worship  by 
committing  a  crime,  and  he  will  be  punished  for  it.  A  man  has 
a  right  to  earn  his  living  by  any  occupation  which  he  likes  best, 
but  he  cannot  so  use  this  right  as  to  prevent  others  from  gaining 
their  livelihood  by  occupations  which  they  like  best.  For  ex¬ 
ample,  if  a  man’s  occupation  be  burglary,  counterfeiting  money, 
or  picking  pockets,  he  would  by  following  it  prevent  others  from 
earning  their  livelihoods  in  the  right  way.  Such  are  the  most 
important  natural  rights  of  the  citizen  of  the  United  States. 

Civil  Rights 

The  civil  rights  of  a  citizen  of  the  United  States  are  rights 
which  a  citizen  holds  wholly  by  law.  They  are  rights  which  are 
given  to  him  by  the  laws  of  the  state  in  which  he  lives  and  of  the 
United  States.  For  example,  he  has  the  right  to  have  the 
benefit  of  the  writ  of  habeas  corpus.  This  is  a  proceeding  by 
which  a  person  who  is  confined  to  a  prison  or  asylum  may  be 
brought  into  court  and  have  decided  the  question  whether  his 
confinement  is  or  is  not  legal;  so  that,  if  some  person  should 
attempt  to  put  a  man  in  jail  without  a  trial  and  keep  him  locked 
up,  the  man  could  by  means  of  the  writ  of  habeas  corpus  compel 
the  person  who  locked  him  up  to  bring  him  into  court  and  have 
the  judge  decide  whether  he  really  ought  to  be  imprisoned  or  not. 

A  citizen  has  the  right  to  a  trial  by  jury.  All  important 
crimes  in  all  of  our  states  must  be  tried  by  a  jury  composed  of 
citizens.  Our  people  believe  that  a  trial  by  jury  is  the  best  way 


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of  determining  whether  a  person  has  or  has  not  been  guilty  of  a 
crime,  and  for  arbitrating  disputes  about  business  and  property. 

It  is  the  right  of  a  citizen  that  he  shall  not  be  deprived  of  life, 
liberty,  or  property  without  due  process  of  law.  A  tax  cannot 
be  imposed  upon  a  citizen  unless  a  legislature  has  made  a  law 
authorizing  public  officers  to  impose  it.  A  tax  cannot  be  col¬ 
lected  from  a  person  except  in  the  way  and  manner  which  the 
law  provides.  For  example,  the  amount  of  the  tax  which  must 
be  paid  for  the  maintenance  of  a  state  government  is  deter¬ 
mined  by  an  act  of  legislature,  which  fixes  the  proportion  to  be 
paid  by  each  county  within  the  state.  Each  of  the  counties 
within  the  state  then  either  fixes  by  an  assessment  the  sum  to  be 
paid  by  each  property  owner  in  the  county,  or  decides  what  pro¬ 
portion  of  the  county’s  share  shall  be  paid  by  each  city  and  town 
in  the  county.  The  cities  and  towns  of  the  county  then,  by  means 
of  their  boards  of  assessors,  declare  the  amount  which  each  indi¬ 
vidual  who  owns  property  shall  pay  towards  this  expense.  Taxes 
to  support  county  governments  are  assessed  either  upon  indi¬ 
viduals  within  the  county  or  upon  cities  and  towns.  Cities  and 
towns  in  their  turn  have  boards  of  assessors,  which  declare  the 
sums  that  individuals  must  pay  towards  the  support  of  the  town 
and  city  governments  and  towards  the  proportion  due  for  the 
support  of  county  and  state  governments. 

A  person  cannot  be  deprived  of  his  liberty  except  by  due 
process  of  law.  This  means  that  a  person  who  is  accused  of 
crime  has  a  right  to  his  liberty  until  some  person  has  made  an 
oath  before  a  magistrate  charging  him  with  the  commission  of 
crime.  The  person  so  charged  is  then  arrested  on  a  warrant  and 
taken  before  a  magistrate,  who  decides  whether  there  is  enough 
evidence  against  him  to  make  it  right  that  he  should  be  tried  by 
a  court.  If  the  crime  be  serious,  that  evidence  is  presented  to 
a  grand  jury,  composed  of  twenty-three  citizens,  to  hear  the 
evidence  and  decide  whether  the  person  charged  with  crime 
should  be  tried  by  a  court.  If  a  grand  jury  decides  that  there  is 
enough  evidence  to  justify  his  being  tried,  they  make  an  indict¬ 
ment,  which  is  a  formal  charge  made  in  writing  against  a  person 
that  he  has  committed  a  crime.  Upon  this  indictment,  the  per¬ 
son  charged  with  crime  is  brought  into  court  and  tried  by  a  jury 
of  twelve  men,  who  determine  whether  he  is  guilty  or  innocent. 


AMERICAN  CITIZENSHIP  FOR  BOYS 


357 


If  they  find  that  he  is  guilty,  a  judge,  usually  the  one  who  pre¬ 
sides  at  the  trial,  will  declare  the  penalty  which  the  law  has  es¬ 
tablished  for  the  crime  of  which  the  man  has  been  convicted.  He 
is  then  delivered  over  to  public  officers,  who  represent  the  exec¬ 
utive  department  of  the  government,  and  by  them  he  is  taken  to 
a  prison  where  he  suffers  the  penalty  described  in  the  judge’s 
sentence.  Such  is  due  process  of  law  in  a  criminal  case. 

Due  process  of  law  in  a  civil  case  is  somewhat  similar.  If  one 
person,  called  the  plaintiff,  claims  that  money  is  due  him  from 
another,  or  that  another  person  has  property  which  belongs  to 
him,  he  makes  a  statement  in  the  form  of  a  complaint  or  declara¬ 
tion,  in  which  he  describes  his  claim  and  asks  that  the  person 
against  whom  he  makes  the  claim  be  obliged  to  come  into  court 
and  answer.  The  person  against  whom  the  claim  is  made, 
usually  called  the  defendant,  makes  “an  answer”  to  the  charge 
against  him.  The  question  to  be  tried  in  a  civil  case  is  that 
which  is  raised  by  a  complaint  and  an  answer,  and  is  called  an 
“issue.”  This  issue  is  tried  before  a  jury,  which  decides  whether 
there  is  money  due  to  the  plaintiff  or  not.  If  the  jury  decides  that 
there  is  money  due  to  the  plaintiff,  it  gives  a  verdict  to  that 
effect.  This  verdict  is  then  by  an  order  of  the  Court  accepted  as 
final.  It  is  then  called  a  judgment.  Upon  this  judgment  the 
Court  authorizes  an  “execution”  to  be  issued.  This  execution  is 
an  order  to  the  sheriff  of  the  county,  who  represents  the  executive 
department  of  the  government,  directing  him  to  take  property  of 
the  defendant  and  sell  it  so  as  to  satisfy  the  judgment. 

Political  Rights 

Certain  classes  of  our  citizens  have  political  rights — that  is  to 
say,  they  have  the  right  to  take  part  in  carrying  on  our  govern¬ 
ment  by  voting  at  elections  and  by  holding  public  office  when 
chosen  or  appointed. 

In  all  of  our  states,  male  persons  over  the  age  of  twenty-one 
years  have  the  right  to  vote  and  to  hold  office.  We  do  not  give 
the  right  to  vote  to  persons  under  the  age  of  twenty-one  years, 
because,  according  to  law,  they  have  to  be  specially  protected  in 
their  rights.  It  would  not  be  wise  to  give  to  persons  who  cannot 
be  trusted  to  take  care  of  themselves  or  their  property,  the  right 
to  decide  by  voting  at  elections  how  other  persons  should  take 


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care  of  themselves  and  their  property.  The  Constitution  of  the 
United  States  does  not  confer  upon  any  person  the  right  to  vote. 
It  only  says  that  the  right  of  a  citizen  of  the  United  States  to  vote 
shall  not  be  denied  or  abridged  by  the  United  States  or  by  any 
state  on  account  of  race,  color,  or  previous  condition  of  servi¬ 
tude.*  This  declaration  was  made  after  the  Civil  War,  in  order 
to  protect  the  colored  people  from  being  deprived  of  the  right  to 
vote.  Each  of  our  states  has  special  regulations  prescribing  the 
way  and  the  manner  in  which  elections  shall  be  conducted.  In 
the  sparsely  populated  farming  states  of  the  West,  where  most  of 
the  people  of  a  county  know  one  another  personally,  an  election 
is  conducted  very  simply.  The  citizens  who  have  the  right  to 
vote  meet  in  particular  places  and  cast  printed  ballots  for  the 
candidates  they  prefer.  These  ballots  are  then  counted  and  the 
result  recorded  in  such  a  way  that  the  persons  who  have  been 
successful  shall  obtain  the  right  to  take  over  their  offices.  In  the 
more  densely  populated  states  there  are  provisions  for  the  enrol¬ 
ment  of  voters  as  members  of  parties,  and  for  the  choice  of  can¬ 
didates  for  office  by  primary  meetings  for  the  registration  of 
voters,  so  that  the  names  of  all  persons  who  have  the  right  to 
vote  shall  be  listed  before  election  and  for  voting  at  elections 
upon  ballots,  upon  which  the  citizen  places  crosses  against  the 
names  of  those  whom  he  favors. 

Duties  of  Citizens 

Our  young  citizens  must  understand  that  while  the  law  gives 
them  important  rights  which  are  necessary  for  their  safety,  pros¬ 
perity,  and  happiness,  it  also  imposes  duties  which  they  must  not 
fail  to  perform.  The  citizen,  who  has  a  natural  right  to  life,  must 
live  decently,  honorably,  and  honestly.  Men  live  together  in 
communities  because  many  persons  living  in  one  place  are  able 
more  easily  to  defend  themselves  against  their  enemies,  to  join 
in  making  things  which  a  man  cannot  easily  make  alone,  to  avoid 
sickness,  and  to  improve  morally.  Any  member  of  a  community 
who  is  indecent,  or  dishonorable,  or  dishonest,  interferes  with  the 
happiness,  comfort,  and  prosperity  of  other  persons.  For  that 
reason,  the  man  who  lives  in  such  a  way  as  to  interfere  with  the 


*  U.  S.  Constitution,  15th  Amendment. 


AMERICAN  CITIZENSHIP  FOR  BOYS  359 

prosperity  and  happiness  of  all  the  members  of  a  community  is 
punished  by  the  law. 

Natural  Duties 

The  citizen  who  has  a  natural  right  or  liberty  to  do,  to  say,  and 
to  believe  what  he  pleases  is  under  a  corresponding  duty  to  use 
that  right  in  such  a  way  as  to  promote  the  safety,  prosperity, 
health,  and  welfare  of  all  persons  who  live  in  the  same  community. 
It  is  his  duty,  for  example,  to  keep  the  sidewalk  in  front  of  his 
house  free  from  rubbish  in  summer  and  from  snow  in  winter; 
to  maintain  cleanliness  in  his  home;  to  refrain  from  placing 
disease-breeding  filth  on  the  streets;  to  give  his  support  as  a 
citizen  and  as  a  man  to  projects  for  the  health  of  the  people,  such 
as  parks  and  playgrounds,  schools,  museums,  the  enforcement  of 
laws  which  require  the  vaccination  of  all  persons  in  order  to  pre¬ 
vent  the  spread  of  smallpox,  the  prevention  of  gambling,  liquor 
selling,  and  other  immoral  occupations;  to  assist  public  officers 
in  arresting  criminals  and  in  the  enforcement  of  the  law  when 
called  upon;  to  attend  religious  services  regularly;  and,  gen¬ 
erally,  to  set  a  good  example  to  other  members  of  the  community. 

It  is  the  duty  of  the  citizen  so  to  use  his  right  to  earn  his  living 
by  the  occupation  he  likes  best  as  to  promote  the  safety,  pros¬ 
perity,  morality,  and  welfare  of  others. 

Every  citizen  ought  to  do  some  useful  work.  The  earth  sup¬ 
plies  the  things  which  are  needed  for  food,  clothes,  and  shelter. 
Men  have  to  work  in  order  to  make  these  things  useful.  Natural 
food,  like  nuts  and  fruits,  must  be  gathered.  Trees  are  not  useful 
until  cut  down  and  split  into  firewood  or  sawed  into  boards. 
Land  cannot  be  used  to  raise  vegetables  and  grain  until  it  has 
been  plowed  and  planted.  Ores  containing  copper,  iron,  tin, 
zinc,  and  other  metals  are  not  useful  until  mined  and  smelted. 
In  fine,  all  the  good  things  which  men  have  to  have  in  order  to 
keep  alive  are  obtained  by  work.  We  have  to  keep  on  working 
in  order  to  keep  on  living.  The  fields  must  be  planted  and 
reaped  every  year  in  order  to  keep  up  the  supply  of  food.  Clothes 
wear  out,  houses  decay,  metals  rust.  Farming  land  loses  its 
fertility.  The  fields  and  pastures,  if  neglected,  become  wild  land 
It  is  said  that  if  all  of  us  were  to  stop  working  even  for  a  few 
days,  hundreds  of  thousands  would  die  of  want  and  starvation. 


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The  busy  man  enjoys  his  life.  The  man  who  has  nothing  to 
do  is  unhappy.  The  busy  man  has  good  health,  because  his  mind 
and  his  body  are  active.  The  idle  man  is  weak  and  sickly, 
because  he  has  nothing  to  do.  The  busy  man  earns  good  food, 
good  clothes,  and  can  maintain  a  good  home.  The  idle  man  is 
hungry,  cold,  and  often  homeless.  The  busy  man  is  honest.  The 
idle  man  almost  always  is  a  lawbreaker.  Our  laws  punish  loafers, 
tramps,  vagrants,  and  beggars,  because  idleness  often  leads  to 
misery  and  crime. 

The  citizen  must  behave  himself  in  such  a  way  as  to  have  good 
health.  Disease  is  a  burden  to  the  sufferer  and  to  others.  The 
sick  man  cannot  earn  his  own  living  or  support  his  family.  His 
sickness  may  be  a  contagious  disease  that  will  infect  others  who 
live  near  him.  Much  sickness  can  be  avoided  by  good  habits. 
We  ought  to  eat  simple  food.  We  ought  to  take  good  care  of  our 
teeth,  because  good  teeth  are  necessary  for  good  digestion.  We 
ought  to  keep  our  bodies  clean,  because  dirt  clogs  the  pores  of  the 
skin  through  which  unhealthy  waste  matter  escapes  from  the 
body.  We  ought  to  keep  our  bodies  warm  and  dry,  because  ex¬ 
posure  lessens  our  power  to  resist  disease.  We  must  exercise  our 
bodies,  because  the  active  body  is  the  healthy  body.  We  ought 
to  have  regular  habits  of  sleep.  We  ought  to  breathe  fresh  air 
night  and  day,  because  many  diseases  are  caused  by  foul  air.  The 
citizen  ought  to  use  his  natural  right  to  do  anything  that  does 
not  injure  others  by  obtaining  a  good  practical  and  theoretical 
education. 

He  should  study  the  occupation  in  which  he  is  engaged.  On 
the  farm,  he  should  learn  the  best  methods  of  cultivating  the  soil. 
In  the  factory  or  store,  he  should  gain  an  education  in  the  art  of 
making  and  exchanging  things.  At  the  same  time  he  should 
attend  public  lectures,  read  in  the  public  libraries,  go  to  art 
museums,  and  attend  night  schools.  By  so  doing  he  gets  an  edu¬ 
cation  while  earning  a  living.  If  also  he  attends  concerts  and 
operas,  he  may  cultivate  a  taste  for  good  music. 

The  good  citizen  ought  to  take  advantage  of  all  opportunities 
to  obtain  the  theoretical  education  which  is  given  in  schools  and 
colleges.  We  have  kindergartens,  public  schools,  high  schools, 
vocational  schools,  normal  schools,  state  colleges,  and  univer¬ 
sities  at  which  instruction  is  absolutely  free.  Our  young  men 


AMERICAN  CITLZENSHIP  FOR  BOYS 


361 


ought  to  take  advantage  of  the  opportunities  for  education,  so 
that  they  may  be  able  to  reason  correctly  and  to  understand  the 
life  of  the  world  which  is  going  on  around  them.  They  can  do 
this  for  nothing,  and,  unless  under  unusual  circumstances,  they 
are  not  good  citizens  if  they  do  not  get  much  of  the  education 
which  is  given  for  nothing. 

The  good  citizen  ought  to  give  his  support  openly  and  strenu¬ 
ously  to  the  work  of  the  officers  of  the  government.  If  citizens 
do  not  range  themselves  on  the  side  of  law  and  order,  the  com¬ 
munity  in  which  they  live  cannot  be  successful.  The  citizen 
ought  not  to  criticize  or  censure  the  work  of  the  President  of  the 
United  States,  the  Governor  of  the  state,  the  judges  of  courts  or 
the  officers  of  the  state,  city,  town,  or  village  in  which  he  lives, 
unless  he  has  the  gravest  reason  to  believe  that  such  censure  is  not 
only  justified  but  is  necessary,  in  order  to  prevent  wrongdoing  by 
public  officers.  This  is  particularly  true  of  the  right  which  each 
person  has  to  the  absolute  possession  of  life,  liberty,  and  property 
unless  deprived  of  those  things  by  due  process  of  law.  The  citizen 
ought  to  serve  on  a  jury  when  called  upon  to  do  so,  although  it 
may  interfere  with  his  business.  He  ought  not  to  stand  by  and 
see  crime  committed  without  exercising  his  right  as  a  citizen  to 
interfere.  If  unjustly  accused  of  crime  or  if  persecuted  by  the 
powerful,  he  ought  to  insist  upon  his  rights  and  obtain  justice 
through  the  courts.  The  citizen  ought  to  know  how  his  govern¬ 
ment  is  carried  on,  because  otherwise  he  cannot  vote  wisely  at 
elections.  He  ought  to  know  how  to  earn  a  good  living,  so  that 
he  and  his  family  may  be  useful  members  of  the  community  and 
not  burdens  upon  others. 

The  citizen  ought  to  use  his  right  to  worship  God  in  the  way 
that  suits  him  best  and  in  such  a  way  as  to  improve  his  moral  char¬ 
acter.  Morality  of  the  highest  type  is  one  of  the  chief  aims  of 
religious  teaching.  Religious  liberty  makes  a  man  seek  the  reli¬ 
gious  teachers  who  will  hejp  him  form  a  good  moral  character, 
which  is  the  sum  total  of  good  habits.  The  good  citizen  always 
is  a  moral  citizen. 

Civil  Duties 

The  citizen  is  under  a  bounden  duty  to  insist  upon  having  his 
own  civil  rights  and  to  help  those  whose  civil  rights  have  been  vio- 


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lated  to  obtain  justice.  He  ought,  for  example,  to  range  himself 
on  the  side  of  the  law,  if  the  rich  and  powerful  seek  to  oppress  the 
poor  and  weak.  The  inmate  of  an  insane  asylum  who  insists 
that  he  is  of  sound  mind  ought  to  have  a  chance  to  be  brought 
into  a  court,  where  he  can  prove  that  he  is  sane  or  by  wild  words 
will  show  that  he  is  crazy.  The  right  to  writ  of  habeas  corpus 
ought  not  to  be  denied  even  to  a  man  who  only  thinks  he  is  sane. 

The  good  citizen  is  willing  to  serve  on  a  jury  when  called  upon. 
Sometimes  it  is  inconvenient  to  leave  one’s  business  for  days  or 
weeks  on  end,  in  order  to  help  others  adjust  disputes.  Neverthe¬ 
less  the  one  way  disputes  can  be  adjusted  is  by  a  jury  trial,  and 
every  one  ought  to  do  for  others  what  he  may  wish  to  have  done 
for  himself. 

Every  citizen  should  insist  upon  his  right  to  life,  liberty,  and 
property,  unless  deprived  by  due  process  of  law.  Ours  is  “a  gov¬ 
ernment  of  laws,  not  of  men.”  If  a  public  officer,  however  high- 
placed,  arrests  a  person  charged  with  crime  without  a  warrant  or 
other  due  process,  and  holds  that  person  in  a  prison  without  an 
order  from  a  magistrate,  he  injures  not  only  the  person  deprived 
of  liberty,  but  also  every  other  person  in  the  community.  For  if 
one  person  can  be  deprived  of  his  rights  unlawfully,  any  other 
person  may  be  made  to  suffer  in  the  same  way. 

Political  Duties 

The  citizen  is  equally  in  duty  bound  to  use  his  political  rights 
by  taking  part  in  the  government  of  the  community  and  by 
holding  public  office  when  elected  or  appointed.  The  citizen 
voter,  who  does  not  go  to  the  primary  meetings  of  the  political 
party  to  which  he  belongs,  is  to  blame  if  political  crooks  choose 
candidates  of  bad  character.  The  citizen  voter  who  plays  golf 
or  goes  joy  riding  on  election  day  and  neglects  to  go  to  the  polls 
and  cast  his  vote  ought  to  be  held  responsible  when,  by  his  failure 
to  vote,  incompetent  or  dishonest  public  officers  are  elected.  The 
citizen  who  is  qualified  by  law  to  hold  public  office  and  refuses  to 
be  a  candidate  or  to  serve  when  elected,  because  he  can  make 
more  money  at  his  private  business  or  for  any  other  reason  does 
not  wish  to  serve  the  public,  is  doing  wrong;  he  clears  the  way  for 
office  seekers  who  care  nothing  for  the  public  welfare  and  every¬ 
thing  for  their  private  interests.  The  citizen  who  does  not  wish 


AMERICAN  CITIZENSHIP  FOR  BOYS  363 

to  be  a  public  officer  is  to  blame  for  much  that  is  wrong  in  our 
government. 

We  are  members  of  a  great  “democracy,”  which  has  a  “repub¬ 
lican  form  of  government”  guaranteed  to  our  states  by  the 
Constitution  of  the  United  States.  The  “democracy”  for  which 
the  world  must  be  made  safe,  as  President  Wilson  has  said,  and 
the  “republican  form  of  government”*  provided  for  by  the 
people’s  law  of  the  United  States  are  one  and  the  same  thing. 
“The  distinguishing  feature  of  that  form  ”  according  to  a  decision 
of  the  Supreme  Court  of  the  United  States,  “is  the  right  of  the 
people  to  choose  their  own  officers  for  governmental  administra¬ 
tion,  and  pass  their  own  laws  in  virtue  of  the  legislative  power 
reposed  in  their  representative  bodies,  whose  legitimate  acts  may 
be  said  to  be  the  acts  of  the  people  themselves. ”f 

That  is  why  we  say  that  the  young  citizen  of  the  present  ought 
to  understand  the  government  under  which  he  lives,  by  which 
he  is  protected. 

THE  AMERICAN’S  CREED 

I  believe  in  the  United  States  of  America  as  a  government  of  the 
people,  by  the  people,  for  the  people,  whose  just  powers  are  derived 
from  the  consent  of  the  governed;  a  democracy  in  a  republic;  a 
sovereign  Nation  of  many  sovereign  States;  a  perfect  Union,  one 
and  inseparable,  established  upon  those  principles  of  freedom, 
equality,  justice,  and  humanity  for  which  American  patriots  sac¬ 
rificed  their  lives  and  fortunes. 

I  therefore  believe  it  is  my  duty  to  my  country  to  love  it;  to  sup¬ 
port  its  Constitution;  to  obey  its  laws;  to  respect  its  flag;  and  to 
defend  it  against  all  enemies. 

THE  AMERICAN  FLAG 
“A  star  for  every  state  and  a  state  for  every  star .” 

The  History  of  the  American  Flag 

The  flag  of  one’s  country  is  its  dearest  possession — an  emblem 
of  home  and  country  and  native  land.  This  is  what  one  thinks 
and  feels  when  he  sees  the  flag,  and  this  is  what  it  means.  Our 
flag  is  the  emblem  of  liberty,  the  emblem  of  hope,  the  emblem  of 
peace  and  good  will  toward  men. 


*  U.  S.  Constitution,  Art.  IV,  Sec.  4. 
t  In  re  Duncan,  139  U.  S.  Rep.  449,  461. 


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There  is  a  story,  quite  generally  believed,  that  the  first  flag 
was  planned  and  made  in  1776  by  Betsy  Ross,  who  kept  an  up¬ 
holstery  shop  on  Arch  Street,  Philadelphia,  and  that  this,  a  year 
later,  was  adopted  by  Congress.  The  special  committee  ap¬ 
pointed  to  design  a  national  flag  consisted  of  George  Washington, 
Robert  Morris,  and  Colonel  George  Ross,  uncle  of  the  late  hus¬ 
band  of  Betsy  Ross.  The  star  that  the  committee  decided  upon 
had  six  points,  but  Mrs.  Ross  advised  the  five-pointed  star, 
which  has  ever  since  been  used  in  the  United  States  flag.  The 
flag  thus  designed  was  colored  by  a  local  artist,  and  from  this 
colored  copy  Betsy  Ross  made  the  first  American  flag. 

When  Washington  was  in  command  at  Cambridge,  in  January, 
1776,  the  flag  used  by  him  consisted  of  a  banner  of  thirteen  red 
and  white  stripes  with  the  British  Union  Jack  in  the  upper  left- 
hand  corner. 

The  Betsy  Ross  house  has  been  purchased  by  the  American 
Flag  House  and  Betsy  Ross  Memorial  Association,  and  is  pointed 
out  as  one  of  the  interesting  historical  places  in  Philadelphia. 

The  official  history  of  our  flag  begins  on  June  14,  1777,  when 
the  American  Congress  adopted  the  following  resolution  pro¬ 
posed  by  John  Adams: 

Resolved:  That  the  flag  of  the  thirteen  United  States  be 
thirteen  stripes,  alternate  red  and  white;  that  the  Union  be 
thirteen  stars,  white  on  a  blue  field,  representing  a  new  constel¬ 
lation. 

“We  take,”  said  Washington,  “the  star  from  Heaven,  the  red 
from  our  mother  country,  separating  it  by  white  stripes,  thus 
showing  that  we  have  separated  from  her,  and  the  white  stripes 
shall  go  down  to  posterity  representing  liberty.” 

Flag  Day 

June  14th,  the  anniversary  of  the  adoption  of  the  flag,  is  cel¬ 
ebrated  as  Flag  Day  in  many  of  our  states. 

In  order  to  show  proper  respect  for  the  flag,  the  following 
rules  should  be  observed : 

It  should  not  be  hoisted  before  sunrise  nor  allowed  to  remain 
up  after  sunset. 


AMERICAN  CITIZENSHIP  FOR  BOYS 


365 

At  “retreat,”  sunset,  civilian  spectators  should  stand  at  atten¬ 
tion  and  on  the  last  four  strains  of  the  music  uncover,  holding 
the  headdress  top  outward,  in  the  right  hand,  opposite  the  left 
shoulder,  right  forearm  against  the  breast. 

When  the  national  colors  are  passing  on  parade  or  review,  the 
spectators  should,  if  walking,  halt,  and  if  sitting,  rise  and  stand 
at  attention  and  uncover. 

When  the  flag  is  flown  at  half  staff  as  a  sign  of  mourning,  it 
should  be  hoisted  to  full  staff  at  the  conclusion  of  the  funeral.  In 
placing  the  flag  at  half  mast,  it  should  first  be  hoisted  to  the  top 
of  the  staff  and  then  lowered  to  position,  and  preliminary  to 
lowering  from  half  staff  it  should  first  be  raised  to  top. 

On  Memorial  Day,  May  30th,  the  flag  should  fly  at  half  mast 
from  sunrise  until  noon,  and  full  staff  from  noon  to  sunset.* 

By  Act  of  Congress  in  1794,  it  was  determined  that  the  num¬ 
ber  of  both  stripes  and  stars  should  be  fifteen,  with  the  expecta¬ 
tion  that  a  new  stripe  and  a  new  star  should  be  added  whenever 
a  new  state  joined  the  union.  This  Act  continued  in  force  for 
twenty-three  years,  at  which  time  Congress  permanently  re¬ 
duced  the  number  of  stripes  to  thirteen,  with  the  provision  that 
on  the  admission  of  every  new  state  into  the  union,  one  star 
should  be  added  to  the  union  of  the  flag.  This  is  still  in  force,  and 
today  there  are  forty-eight  stars  in  the  flag. 

Salute  to  the  Flag 

“I  pledge  allegiance  to  my  flag  and  to  the  republic  for  which  it 
stands;  one  nation  indivisible,  with  liberty  and  justice  for  all.” 

“America,  so  proud  and  free, 

I  give  my  song,  my  heart  to  thee. 

Still  let  thy  heav'n-born  symbol  fly 
In  ev'ry  clime ,  'neath  every  sky ; 

Still  rise  a  yeoman  race,  to  stand 
For  God,  and  home,  and  native  land.” 

SONGS  OF  OUR  COUNTRY 

“America” 

The  words  of  “America”  were  written  by  Samuel  Francis 
Smith,  D.D.,  while  he  was  a  student  at  Andover  Academy 
(Massachusetts)  in  the  winter  of  1831-32.  It  was  first  used  at  a 


*  Taken  from  the  “Sons  of  the  Revolution,”  state  of  New  York. 


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Sunday  school  celebration  in  Boston  on  the  Fourth  of  July. 
Wherever  Americans  find  themselves,  in  any  part  of  the  globe, 
its  strains  find  an  immediate  response  in  every  heart.  The  tune 
is  that  of  the  English  “God  Save  the  King.” 

My  Country,  ’tis  of  thee, 

Sweet  land  of  liberty, 

Of  thee  I  sing; 

Land  where  my  fathers  died, 

Land  of  the  pilgrim’s  pride, 

From  every  mountain  side 
Let  freedom  ring. 

My  native  country,  thee, 

Land  of  the  noble  free, — 

Thy  name  I  love; 

I  love  thy  rocks  and  rills, 

Thy  woods  and  templed  hills; 

My  heart  with  rapture  thrills 
Like  that  above. 

Let  music  swell  the  breeze, 

And  ring  from  all  the  trees 
Sweet  Freedom’s  song; 

Let  mortal  tongues  awake, 

Let  all  that  breathe  partake, 

Let  rocks  their  silence  break, — 

The  sound  prolong. 

Our  fathers’  God !  to  Thee, 

Author  of  liberty, 

To  Thee  we  sing; 

Long  may  our  land  be  bright 
With  Freedom’s  holy  light; 

Protect  us  by  Thy  might, 

Great  God,  our  King. 

“The  Battle  Hymn  of  the  Republic” 

The  author  of  this  inspiring  song  was  Julia  Ward  Howe. 
During  a  visit  to  Washington  in  1862  she  was  much  impressed 
with  the  military  appearance  of  the  city.  She  awoke  one  night, 
and  immediately  the  lines  suggested  themselves  to  her.  She 
arose  at  once  and  with  almost  no  hesitation  wrote  out  the  entire 
poem.  The  tune  is  that  of  “John  Brown’s  Body.” 


AMERICAN  CITIZENSHIP  FOR  BOYS 


367 


Mine  eyes  have  seen  the  glory  of  the  coming  of  the  Lord; 

He  is  trampling  out  the  vintage  where  the  grapes  of  wrath  are 
stored ; 

He  hath  loosed  the  fateful  lightning  of  His  terrible  swift  sword; 
His  truth  is  marching  on. 

CHORUS 

Glory!  glory!  Hallelujah!  Glory!  glory!  Hallelujah! 

Glory!  glory!  Hallelujah!  His  truth  is  marching  on. 

I  have  seen  Him  in  the  watch-fires  of  a  hundred  circling  camps; 

They  have  builded  Him  an  altar  in  the  evening  dews  and  damps; 

I  can  read  His  righteous  sentence  by  the  dim  and  flaring  lamps; 
His  day  is  marching  on. 

He  has  sounded  forth  the  trumpet  that  shall  never  call  retreat; 

He  is  sifting  out  the  hearts  of  men  before  His  judgment  seat; 

Oh,  be  swift,  my  soul,  to  answer  Him!  be  jubilant,  my  feet! 
Our  God  is  marching  on. 

I  have  read  a  fiery  gospel,  writ  in  burnished  rows  of  steel; 

“As  ye  deal  with  my  contemners,  so  with  you  my  grace  shall  deal ; 

Let  the  hero,  born  of  woman,  crush  the  serpent  with  his  heel, 
Since  God  is  marching  on.” 

In  the  beauty  of  the  lilies,  Christ  was  born  across  the  sea, 

With  a  glory  in  His  bosom  that  transfigures  you  and  me; 

As  He  died  to  make  men  holy,  let  us  die  to  make  men  free, 
While  God  is  marching  on. 

“The  Star-Spangled  Banner” 

No  patriotic  song  thrills  Americans  as  does  “The  Star-Spangled 
Banner.”  The  knowledge  of  how  it  came  to  be  written  makes  it 
doubly  inspiring.  It  came  about  in  this  way: 

In  the  War  of  1812,  British  warships  attacked  one  of  the  de¬ 
fenses  of  Baltimore  known  as  Fort  McHenry.  Francis  Scott  Key, 
a  native  of  Maryland,  was  detained  as  a  temporary  prisoner  on 
board  the  flag-ship  of  the  English  Admiral,  while  attempting  to 
secure  the  release  of  a  friend  held  as  prisoner.  All  night  Key 
watched  the  battle.  Firing  ceased  before  dawn,  but  he  had  no 
means  of  telling  whether  the  British  had  taken  the  fort  until  the 
sun  rose;  then,  to  his  joy,  he  saw  that  “Old  Glory”  still  floated  in 
the  breeze  over  the  fort — which  meant  that  the  British  had 
failed.  Key,  in  his  delight,  used  the  back  of  a  letter  he  had  in 
his  pocket  on  which  to  write  the  poem.  It  appeared  a  week  later 


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in  a  Baltimore  paper  under  the  title  of  “The  Defense  of  Fort 
McHenry,”  but  this  was  later  changed  to  “The  Star-Spangled 
Banner.” 

Though  never  formally  adopted  by  Congress  as  a  national 
anthem,  it  is  given  first  place  among  our  patriotic  songs.  Both 
the  Army  and  Navy  use  it  at  the  flag-lowering  exercise  at  sunset. 
It  is  also  used  on  all  state  occasions  at  home  and  abroad,  in 
theaters,  and  public  meetings  of  every  kind.  At  such  times  all 
people  rise  and  remain  standing  to  the  end  as  a  tribute  to  their 
country’s  flag. 

Oh  say,  can  you  see,  by  the  dawn’s  early  light, 

What  so  proudly  we  hailed  at  the  twilight’s  last  gleaming? 
Whose  broad  stripes  and  bright  stars,  through  the  perilous  fight 
O’er  the  ramparts  we  watched,  were  so  gallantly  streaming! 
And  the  rockets’  red  glare,  the  bombs  bursting  in  air, 

Gave  proof  through  the  night  that  our  flag  was  still  there: 

Oh  say,  does  that  star-spangled  banner  yet  wave 
O’er  the  land  of  the  free  and  the  home  of  the  brave? 

On  the  shore,  dimly  seen  through  the  mists  of  the  deep, 
Where  the  foe’s  haughty  host  in  dread  silence  reposes, 

What  is  that  which  the  breeze,  o’er  the  towering  steep, 

As  it  fitfully  blows,  now  conceals,  now  discloses? 

Now  it  catches  the  gleam  of  the  morning’s  first  beam, 

In  full  glory  reflected,  now  shines  on  the  stream: 

’Tis  the  star-spangled  banner!  O,  long  may  it  wave 
O’er  the  land  of  the  free  and  the  home  of  the  brave! 

And  where  is  that  band  who  so  vauntingly  swore 
That  the  havoc  of  war  and  the  battle’s  confusion 
A  home  and  a  country  should  leave  us  no  more? 

Their  blood  has  washed  out  their  foul  footsteps’  pollution. 
No  refuge  could  save  the  hireling  and  slave 
From  the  terror  of  flight,  or  the  gloom  of  the  grave: 

And  the  star-spangled  banner  in  triumph  doth  wave 
O’er  the  land  of  the  free  and  the  home  of  the  brave! 

Oh !  thus  be  it  ever,  when  freemen  shall  stand 

Between  their  loved  homes  and  the  war’s  desolation! 

Blest  with  vie’ try  and  peace,  may  the  heaven-rescued  band 
Praise  the  Power  that  hath  made  and  preserved  us  a  nation. 
Then  conquer  we  must,  for  our  cause  it  is  just, 

And  this  be  our  motto:  “In  God  is  our  trust.” 

And  the  star-spangled  banner  in  triumph  shall  wave 
O’er  the  land  of  the  free  and  the  home  of  the  brave! 


CHAPTER  XXI 


GROUP  AND  MASS  GAMES 

Edited  by  Geo.  0.  Draper* 

Training  Secretary ,  Physical  Bureau , 

National  War  Work  Council 

Section  i.  Mass  Games 
Section  2.  Relay  Races 
Section  3.  Stunts 

Play  is  the  one  thing  for  which  the  boy  finds  continuous  and 
insatiable  appetite.  He  had  rather  play  than  eat,  and  any  activ¬ 
ity  which  interferes  with  his  play  is  absolutely  unpopular.  Boys 
should  rejoice  in  the  fact  that  folks  are  beginning  to  recognize  in 
play  vital  and  necessary  elements  of  growth — physical,  mental, 
and  social.  What  used  to  concern  the  parents  and  be  a  source  of 
continuous  worry  and  annoyance  is  now  recognized  as  not  only 
very  desirable  but  essential. 

Is  there  a  boy  who  does  not  enjoy  matching  his  skill  and  endur¬ 
ance  through  play  with  that  of  his  companion?  The  country 
boys  gather  behind  the  barn  when  opportunity  offers  and 
play  “Duck  on  the  Rock,”  “Run,  Sheep,  Run,”  or  some  other  old 
familiar  game.  The  city  boys  when  getting  together  in  their 
parks  and  streets,  play  “Tops,”  Red  Rover,”  or  some  other  jolly 


*  Acknowledgment.  This  compilation  of  games  has  been  carefully  selected  from 
material  used  and  contributed  by  Y.  M.  C.  A.  Physical  Directors,  Army  Recrea¬ 
tional  Directors,  Public  School,  College,  and  Playground  Directors,  whose  generous 
cooperation  has  made  possible  this  collection. 

The  compiler  acknowledges  this  indebtedness  and  expresses  his  appreciation  to 
those  contributors  and  to  E.  P.  Brandon,  who  prepared  the  chapter  on  group  games 
for  the  Canadian  Manuals. 


370 


HANDBOOK  FOR  COMRADES 


good  game.  It  is  an  unfortunate  boy  indeed  who  does  not  have 
the  opportunity  to  express  himself  through  play.  It  is  an  abnor¬ 
mal  boy  who  does  not  desire  to  play.  There  are  many  games, 
good  and  bad.  Some  are  popular  in  some  sections  of  the  country, 
some  in  others.  It  is  the  object  of  this  chapter  on  games  to 
make  available  for  all  sections  of  the  country  good  games  of 
proven  worth.  All  of  these  games  have  been  tried  and  have 
proved  worth  while.  They  have  given  hours  of  pleasure  to 
boys. 

They  require  no  special  equipment.  They  are  available  to 
everybody  under  almost  any  kind  of  circumstances.  They  are 
so  simple  that  they  can  be  led  by  any  novice,  and  they  contain 
those  elements  of  happiness  necessary  to  successful  play. 

The  tendency  in  the  present  is  age  toward  specialization.  This 
specialization  has  led  our  life  into  the  realms  of  professional¬ 
ism,  and  denied  play  to  the  novice. 

Another  element  accompanying  play  which  flies  the  danger 
flag,  and  probably  more  than  any  other  thing  has  prejudiced  the 
minds  of  many  people  against  it,  is  commercialism.  Commer¬ 
cialism  also  fosters  specialization,  and  the  tendency  towards  it 
must  be  discouraged.  People  should  play  for  the  love  they  have 
for  play  and  riot  for  any  remuneration,  whether  it  be  money, 
clothing,  or  costly  prizes.  Prizes  tend  to  create  specialization 
and  to  eliminate  the  less  skilled.  The  backward  boy,  or  the  boy 
who  is  classed  as  non-athletic,  can  be  taught  to  enjoy  play  by 
the  use  of  these  simple  play  games. 

“Play  develops  sportsmanship,  courage,  self-control,  ability  for 
true  and  quick  decisions,  and  many  other  qualities  that  stamp  a 
boy  as  a  trained,  well-organized  individual.”  The  boy  who  can 
play  the  game  fairly,  keep  his  temper,  and  use  judgment  is  de¬ 
veloping  qualities  fundamental  to  his  life.  One  who  loses  his 
head  (to  use  a  slang  expression)  in  the  game,  is  at  the  mercy  of 
his  opponent  as  well  as  is  the  individual  who  loses  his  head  in 
business. 

The  boy  who  plays  fairly,  even  though  his  opponent  be  using 
unfair  methods,  wins  admiration,  develops  self-control,  self- 
confidence,  and  fairness — qualities  which  will  immediately  find 
a  place  for  him  in  the  world  of  affairs.  Winning  is  incidental — 
character-building  is  of  supreme  importance. 


GROUP  AND  MASS  GAMES 


37i 


I.  MASS  GAMES 

A.  CIRCLE  GAMES 


Lock  Arm  Tag  (1) 


Players  are  arranged  in  pairs  in  a  circle. 
The  players  in  each  pair  lock  inside  arms  and 
place  the  outside  arm  on  hips.  There  should 
be  a  distance  of  at  least  three  feet  between 
each  pair.  Two  players  are  selected.  One  is 
“it”  and  chases  the  other.  The  player  being 
chased  can  link  arms  with  either  man  in  any 
pair  in  the  circle.  This  makes  three  men. 
The  man  who  has  an  opposite  arm  is  then 
subject  to  being  tagged  by  “it.”  Players  are 
allowed  to  run  through  or  around  the  circle 
in  either  direction.  A  man  upon  being 
tagged  can  immediately  tag  back,  but  as 
soon  as  he  has  linked  arms  with  any  one  of 
the  players  in  any  pair  within  the  circle,  he 
is  not  subject  to  being  tagged. 


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Lock  Arm  Tag 


Three  Deep  Tag  (2) 

Players  are  arranged  in  pairs  as  in  the  previous  game  with  the 
exception  that  the  pairs  are  arranged  with  one  player  standing  in 
front  of  the  other.  The  game  proceeds  as  in  No.  1,  but  instead  of 
linking  arms,  the  man  being  chased  steps  in  front  of  one  of  the  pairs 
of  players  which  makes  that  group  three  deep.  The -back  man  in 
that  group  is  the  man  then  chased  by  “it.” 


Three  Deep  Tag 


372 


HANDBOOK  FOR  COMRADES 


Broncho  Tag  (3) 

Players  are  arranged  the  same  as  in  three  deep.  The  last  man  in 
the  pair  grasps  the  man  standing  in  front  of  him  about  the  waist  and 
by  twisting  him  about  tries  to  prevent  the  man  being  chased  from 
getting  in  front  of  him.  The  front  man  tries  to  catch  and  hold  the 
man  chased.  If  the  man  succeeds  then  the  third  man  in  the  group  is 
subject  to  being  tagged  as  in  three  deep. 

Swat  Tag  (4) 

Equipment  Needed :  Knotted  towel ,  stick ,  rope ,  sneaker ,  belt ,  or 
swatter.  The  players  are  arranged  in  a  circle  with  their  hands  behind 
their  backs  and  their  heads  bent  forward  with  their  eyes  on  the 
ground.  A  man  is  selected  to  be  “it.”  He  runs  about  the  circle  with 
a  swatter  in  his  hands.  He  places  it  in  the  hands  of  one  of  the  men 
in  the  circle.  This  man  turns  upon  the  man  who  stands  at  his  right 
in  the  circle  and  begins  beating  him  with  the  swatter  and  continues 
beating  him  as  he  chases  him  about  the  circle  to  the  right  until  he 
comes  again  to  the  point  in  the  circle  he  left.  The  chaser  then  runs 
about  and  places  the  swatter  in  the  hands  of  some  other  man  and  the 
game  proceeds  as  before.  Hitting  on  the  head  is  prohibited. 

Circle  Jump  (5) 

Equipment  Needed:  Rope  with  weight  at  the  end  or  a  bamboo  stick. 
One  man  takes  his  place  in  the  center  of  the  circle  with  the  rope  or 
stick  in  his  hands.  The  men  forming  the  circle  join  hands.  The 
center  man  swings  the  rope  or  stick  about  the  circle  under  the  feet 
of  the  men,  who  are  expected  to  jump  over  same  as  it  passes  beneath 
them.  If  any  player  in  the  ring  steps  on  the  stick  or  rope  or  stops  its 
progress,  he  must  take  his  place  in  center  and  relieve  the  man  there. 

Object  Tag  (6) 

Equipment  Needed:  A  ball  or  some  other  easily  handled  object. 
Players  are  arranged  in  a  simple  ring.  A  ball  is  placed  in  the  hands 
of  one  of  the  men  forming  the  ring.  A  man  is  selected  to  be  “it.” 
He  takes  his  place  in  the  ring  and  endeavors  to  tag  the  basket  ball. 
The  men  in  the  ring,  by  passing  it  in  either  direction,  try  to  keep  the 
ball  from  being  tagged.  The  men  are  not  allowed  to  skip  more  than 
one  man  in  passing  the  ball  about  the  circle.  The  penalty  for  skip¬ 
ping  is  that  the  one  passing  last  shall  become  “it.”  If  “it”  succeeds 
in  tagging  the  ball  the  man  who  last  passed  same  takes  his  place. 
The  ball  is  always  in  play  whether  it  be  on  the  ground  outside  the 
circle  or  in  the  hands  of  the  players. 

Breaking  Prison  (7) 

Players  are  arranged  in  a  circle  with  hands  joined.  The  prisoner 
takes  his  place  in  the  center  of  the  circle  and  tries  to  get  out  by 


GROUP  AND  MASS  GAMES 


373 


breaking  the  bars  (clasped  hands)  or  by  going  over  or  under  these 
barriers.  Should  he  escape  all  other  players  give  chase.  The  one 
catching  him  becomes  the  prisoner.  Prisoners  are  not  allowed  to 
rush  more  than  two  strides  in  attempting  to  break  through  the  lines. 


Mount  Ball  (8) 

Equipment  Needed:  One  ball  or  bean  bag. 
No  2’s  mount  astride  the  backs  of  No.  i’s  and 
are  given  the  basket  ball.  The  riders  en¬ 
deavor  to  pass  the  basket  ball  back  and  forth. 
The  players  being  ridden  (the  Bronchos)  en¬ 
deavor  by  jumping  and  bucking  to  cause  the 
riders  to  miss  catching  the  ball.  If  the  ball  is 
dropped  upon  the  ground,  the  Broncho  of  the 
player  that  dropped  the  ball  picks  it  up  and 
endeavors  to  hit  the  rider  with  it.  (Caution — 
Bronchos  should  keep  their  positions  in  the 
ring.  The  riders  are  free  to  run  anywhere  to 
avoid  being  hit.)  If  he  succeeds,  then  the 
riders  become  the  Bronchos  and  the  Bronchos 
are  given  the  ball  and  the  game  proceeds  as 
before.  Heavy  men  should  be  paired  together 
in  this  game. 

Dodge  Ball  (9) 

Equipment  Needed:  One  or  more  basket 
balls  and  a  stop-watch.  It  is  well  for  this  game 
to  have  a  lime  circle  marked  upon  the  field. 
This  should  be  large  enough  so  as  to  allow  all 
of  the  players  to  stand  on  same  with  plenty 
of  room  to  throw  the  ball.  Players  of  team 
one  take  a  position  on  the  outside  of  the  line. 
Players  of  team  two  take  their  places  inside  of 
the  circle.  The  object  of  the  players  on  the 
outside  of  the  ring  is  to  hit  with  the  ball  the 
players  within  the  ring  without  stepping  into 
the  circle.  A  player  may  step  into  the  circle 
to  recover  the  ball,  but  must  either  pass  the 
ball  or  step  outside  of  the  circle  before  throw¬ 
ing  it  at  an  opponent.  As  soon  as  a  player 
is  hit  he  must  drop  outside  of  the  ring.  The 
man  in  the  ring  can  move  freely  about,  en¬ 
deavoring  to  keep  from  being  hit.  After  all 
the  men  in  team  one  have  been  hit  out  of  the 
circle  the  teams  change,  No.  2  taking  the 
place  inside,  No.  1  outside.  Record  is  taken 
of  the  length  of  time  it  required  team  two  to 
hit  team  one  out  of  the  circle.  If  team  one 


X  X 


y 

x 


Dodge  Ball.  2  Formations 


374 


HANDBOOK  FOR  COMRADES 


succeeds  in  hitting  team  two  out  in  a  shorter  time,  it  is  awarded  the 
game.  Modification — After  a  certain  period  of  time  the  second  bas¬ 
ket  ball  can  be  put  in  play  if  desired.  This  speeds  the  game  up 
considerably. 


Circle  Chase  (io) 

The  group  form  a  circle  and  are  counted  off  in  fours.  The  leader 
takes  his  place  in  the  center  of  the  circle.  He  calls  any  number  from 
one  to  four  and  the  men  holding  the  number  called  by  the  leader 
step  back  and  run  around  the  outside  of  the  circle  to  the  right, 
each  endeavoring  to  tag  the  man  who  stands  in  the  circle  on  his  right. 
If  he  succeeds  in  tagging  him  he  takes  his  place  in  the  circle.  The  man 
tagged  must  go  to  the  center  of  the  circle.  The  one  who  eliminates 
the  largest  number  of  players  wins  the  game. 


Spinning  the  Hun  (n) 

Participants  should  not  exceed  24.  Players  assume  a  sitting 
position  (as  close  together  as  possible),  with  their  feet  toward  the 
center  of  the  circle.  A  player  (the  Hun)  stands  in  the  center  of  the 
circle.  He  makes  himself  as  rigid  as  possible  with  his  hands  close  to 
his  sides.  He  falls  into  the  hands  of  one  of  the  men  in  the  circle. 
This  man  passes  him  on  to  the  next,  who  passes  him  on  to  the  next, 
and  so  on.  The  man  is  spun  around  the  circle.  His  feet  are  always 
on  the  ground,  pivoting  in  the  center.  (It  is  well  to  select  a  light 
man  to  be  spun.)  If  a  man  allows  the  Hun  to  fall  he  must  take  his 
place  inside  the  circle. 


Numbers  Change  (12) 

The  players  stand  in  a  large  circle  and  are  numbered  consecutively. 
One  player  takes  his  place  in  the  center.  He  calls  two  numbers  and 
the  players  whose  numbers  are  called  must  change  places  while  the 
center  player  tries  to  secure  one  of  their  places.  The  player  whose 
number  is  first  called  does  not  move  until  after  the  second  number  is 
called.  The  one  who  is  left  without  a  place  replaces  the  center  player. 


Pull  into  Circle  (13) 

A  small  circle  should  be  marked  upon  the  ground.  Players  are 
arranged  around  the  circle  facing  in  with  joined  hands.  At  the  signal 
to  start  the  players  endeavor  to  make  their  neighbors  step  inside  of 
the  circle  with  one  or  both  feet.  If  successful  that  individual  drops 
out.  As  soon  as  the  circle  of  men  becomes  too  small  to  fit  around 
the  outside  of  the  ring  marked  on  the  ground  the  line  is  reformed  and 
the  game  starts  over. 


GROUP  AND  MASS  GAMES 


375 


Circle  Stride  Ball  (14) 

The  boys  all  but  one  form  a 
circle,  standing  in  a  stride  position, 
with  feet  touching  those  of  the 
next  boy,  making  a  barricade  for( 
the  ball.  The  odd  boy  stands  in 
the  center  and  tries  to  throw  the 
ball  outside  of  the  circle  between 
the  feet  of  the  players.  Those  in 
the  circle  try  to  prevent  the  pas¬ 
sage  of  the  ball  using  only  their 
hands  for  this.  The  play  continues  until  the  boy  in  the  center  suc¬ 
ceeds  in  sending  the  ball  through  the  circle,  when  he  changes  place 
with  the  boy  between  whose  feet  the  ball  passes.  The  players  must 
not  move  their  feet,  but  in  returning  the  ball  to  the  center  boy,  it 
may  be  thrown  at  different  parts  of  the  circle,  taking  other  players 
off  their  guard,  thus  aiding  the  center  player. 


Circle  Stride  Ball 


B.  TAG  GAMES 

Chain  Tag  (15) 

The  base  line  is  at  one  end  of  the  field  of  play.'  One  player  is 
appointed  to  be  “it.”  He  endeavors  to  tag  another  player.  The 
player  when  tagged  joins  hands  with  “it”  and  the  two  endeavor  to 
tag  other  players.  Every  player  tagged  must  join  hands  with  the 
others  in  a  line  between  “it”  and  the  player  first  tagged  by  “it.” 
These  two  players  at  the  end  of  the  line  are  the  only  ones  who  can 
tag  other  players.  If  any  of  the  other  players  succeed  in  breaking 
the  line  by  breaking  the  grasp  of  players  in  the  line,  the  men  who  are 
not  in  the  line  have  the  privilege  of  chasing  those  who  made  up  the 
line  back  across  the  base  line,  slapping  them  below  the  belt  as  they 
run.  Behind  the  base  line  the  chain  is  again  formed  and  the  game  is 
continued. 

Cross  Tag  (16) 

A  man  is  selected  as  “it.”  He  starts  chasing  another  man.  He 
must  continue  chasing  that  man  until  he  either  tags  him  or  some 
third  party  runs  between  him  and  the  man  he  is  chasing.  Then  “it” 
must  chase  the  man  who  crossed  the  path. 

Turtle  Tag  (17) 

One,  two,  or  three  men  can  be  selected  as  “it,”  depending  upon 
the  size  of  the  group.  Those  who  are  “it”  endeavor  to  tag  others.  In 
order  to  keep  from  being  tagged  players  must  lie  upon  their  backs 


376 


HANDBOOK  FOR  COMRADES 


on  the  ground  with  neither  feet  nor  hands  touching  the  ground.  So 
long  as  they  are  in  this  position  they  cannot  be  tagged  by  “it.” 


Ostrich  Tag  (18) 

In  order  to  be  safe  the  player  must  be 
standing  on  one  foot  with  opposite  arm 
under  knee  of  same  side,  hand  grasping  nose. 
This  may  be  made  more  vigorous  by  allow¬ 
ing  the  one  who  is  “it”  to  take  one  push  at 
any  man  in  this  position  and  if  he  breaks 
his  position  he  is  subject  to  being  tagged 
until  he  again  assumes  the  position.' 


first  position. 


Maze  Tag  (19) 

All  but  two  of  the  players  stand  in  parallel  lines  or  ranks,  one 
behind  the  other,  with  ample  space  between  each  two  players  and 
each  two  ranks.  All  the  players  in  each  rank  clasp  hands  in  a  long 
line.  This  will  leave  aisles  between  the  ranks  and  through  these  a 
runner  and  chaser  make  their  way. 

The  sport  of  the  game  consists  in  sudden 
changes  in  the  direction  of  the  aisles, 
brought  about  by  one  player  who  is  chosen 
as  leader  and  stands  aside,  giving  the  com¬ 
mands,  “Right  face!”  or  “Left  face!”  at  his 
discretion.  When  one  of  these  commands 
is  heard,  all  of  the  players  standing  in  the 
ranks  drop  hands,  face  in  the  direction 
indicated  and  quickly  clasp  hands  with  the 
players  who  are  then  their  neighbors  on  the 
right  and  left.  This  brings  about  a  change 
of  direction  in  the  aisles  and  therefore  neces¬ 
sitates  a  change  of  direction  in  the  course  of 
the  two  who  are  running. 

The  success  of  the  game  depends  largely 
upon  the  judgment  of  the  leader  in  giving 
the  commands,  “Right  (or  left)  face!”  They 
should  be  given  quickly  and  repeatedly,  the 
leader  often  choosing  a  moment  when  the 
pursuer  seems  just  about  to  touch  his  victim, 
when  the  sudden  obstruction  put  in  his  way 
by  the  change  in  the  position  of  the  ranks 
makes  necessary  a  sudden  change  of  direc¬ 
tion  on  his  part.  The  play  continues  until 
the  chaser  catches  his  victim,  or  until  the 
time  limit  has  expired.  In  either  case  two 
Maze  Tag  new  players  are  then  chosen  from  the  ranks 

to  take  the  places  of  the  first  runners. 

It  is  a  foul  to  break  through  the  ranks  or  to  tag  across  the  clasped 
hands. 


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GROUP  AND  MASS  GAMES 


377 


Number  Tag  (20) 

Equipment  Needed:  An  old  soft  playground  ball  or  basket  ball.  A 
small  circle  (three  feet  in  diameter)  is  marked  in  the  center  of  the 
field  of  play.  Each  player  is  given  a  number.  The  game  is  started 
by  one  of  the  players  dropping  the  ball  in  the  circle  and  calling  a 
number.  The  one  whose  number  is  called  picks  up  the  ball  and 
commands,  “Halt!”  All  players  must  stand  fast  upon  hearing  the 
command.  He  endeavors  to  hit  a  player  with  the  ball.  If  he  suc¬ 
ceeds,  the  player  hit  picks  up  the  ball,  commands  “Halt!”  and 
attempts  to  hit  some  one  else.  The  game  continues  in  this  way  until 
some  one  misses.  The  player  who  misses  hitting  another  has  one 
point  recorded  against  him  and  must  take  the  ball  to  the  circle  and 
start  the  game  again  by  calling  a  number.  If  a  player  has  two 
misses  checked  against  him,  he  is  penalized.  The  penalty  is  for  that 
player  to  run  the  gauntlet.  All  the  other  players  line  up  in  two 
columns,  facing  each  other.  The  penalized  player  must  run  between 
these  columns  while  the  players  forming  the  lines  are  given  the 
opportunity  to  slap  at  him  from  behind  as  he  runs  by.  The  penal¬ 
ized  player  is  given  the  ball  and  the  game  is  continued. 

Double  Number  Tag  (21) 

Equipment  Needed:  One  basket  ball  or  indoor  baseball.  Similar  to 
number  tag,  with  the  exception  that  each  number  is  assigned  to  two 
individuals.  These  individuals  are  known  as  partners.  When  a 
number  is  called  either  partner  may  pick  up  the  ball  and  endeavor 
to  hit  others  directly  or  else  pass  the  ball  to  his  partner,  who  may 
either  hit  a  player  or  return  the  pass.  If  in  making  a  pass  the  ball  is 
not  caught  by  the  partner  it  counts  the  same  as  a  miss.  There  is  no 
limit  to  the  number  of  times  the  partners  may  pass  the  ball  between 
them.  If  any  player  is  hit  with  the  ball  he  may  immediately  en¬ 
deavor  to  hit  another  player  or  pass  to  his  partner.  In  this  game  only 
misses  count  against  the  player.  Two  misses  result  in  a  penalty. 
Both  partners  have  to  run  the  gauntlet  to  pay  their  penalty,  whether 
it  has  been  earned  by  an  individual  or  collectively.  The  game  is 
then  renewed  by  one  of  the  penalized  partners  dropping  ^the^  ball  in 
the  circle  and  calling  a  new  number. 

Mount  Tag  (22) 

Similar  to  Turtle  Tag,  with  the 
exception  that  a  player  can  escape 
from  being  tagged  by  leaping  upon 
the  back  of  another  player.  Neither 
the  man  on  the  back  nor  the  man 
who  is  carrying  him  are  subject  to 
being  tagged. 


Mount  Tag 


378 


HANDBOOK  FOR  COMRADES 

C.  TUGGING  AND  THROWING  GAMES 


Line  Wrestling  (23) 

A  line  is  marked  upon  the  field.  Teams  draw  up  on  each  side  of 
the  line,  facing  each  other.  Object — to  pull  the  opponent  across  the 
line.  At  the  command  to  go  the  men  try  to  pull  opponents  across 
the  line.  When  both  feet  of  a  man  cross  the  line  he  becomes  a  cap¬ 
tive  and  is  out  of  the  game  for  that  trial.  The  team  which  has  suc¬ 
ceeded  in  pulling  over  the  most  men  at  the  end  of  two  minutes  wins. 
The  best  two  out  of  three  pulls,  to  determine  the  best  team. 


Hot  Rice  (24) 

Equipment  Needed:  One  baseball  bat  or  club,  one  indoor  baseball.  A 
player  takes  the  bat  and  ball  in  a  position  centrally  located  in  the 
playing  space.  All  other  players  spread  out  on  the  floor  around  the 
man  with  the  bat.  The  man  with  the  bat  starts  the  game  by  batting 
the  ball  in  any  direction.  Any  player  who  can  get  the  ball,  immedi¬ 
ately  throws  it  at  the  man  with  the  bat.  The  batter  tries  to  bat 
the  ball,  thus  protecting  himself  from  being  hit.  If  £piy  part  of  his 
body  is  hit  by  the  ball  the  man  who  last  threw  it  is  entitled  to  take 
the  bat.  If  the  batter  should  bat  the  ball  and  one  of  the  other  players 
should  catch  it,  that  player  would  also  be  entitled  to  bat.  The  man 
with  the  bat  endeavors  to  protect  himself  from  being  hit  by  placing 
as  much  distance  between  himself  and  the  thrower  as  possible,  either 
by  running  from  the  ball  or  hitting  the  ball  from  him.  Upon  being 
hit,  however,  he  immediately  drops  the  bat  and  the  man  who  threw 
the  ball  becomes  the  batter.  All  may  run  about  with  the  exception 
of  the  man  with  the  ball.  He  must  throw  from  the  position  where  he 
picks  it  up. 


Duck  on  Rock  (25) 

A  flat  rock  is  placed  upon  the  ground  15  yards  in  front  of  a  line. 
Each  competitor  is  given  a  tin  can,  block  of  wood,  or  a  small  rock 
and  in  turn  throws  from  behind  the  line  endeavoring  to  have  his 
missle  land  as  near  the  flat  rock  as  possible.  The  one  whose  missle 
is  the  greatest  distance  away  from  the  flat  rock  is  “it.”  He  places  his 
missle  (which  is  called  the  “duck”)  on  the  rock,  and  the  other  com¬ 
petitors  endeavor  to  pick  up  their  missies  and  run  back  across  the 
line  without  being  tagged  by  “it.”  If  tagged  they  become  “it”  and 
must  place  their  missies  on  the  rock.  As  soon  as  the  competitors 
have  crossed  the  line  they  endeavor  to  knock  the  duck  from  the  flat 
rock  by  throwing  their  missies  at  it.  If  successful  they  are  allowed 
free  return  passage  to  the  line  and  the  individual  who  was  “it”  must 
replace  his  duck  on  the  rock  before  he  can  tag  any  of  the  competitors 
in  their  endeavor  to  race  back  to  the  line. 


GROUP  AND  MASS  GAMES 


379 


Comer  Ball  (26) 

A  space  about  thirty  feet  long  and 
twenty  feet  wide  is  needed  for  the  game. 

(See  Figure.)  A  line  (1)  divides  this  into 
two  equal  parts.  At  each  corner  is  a  base. 

Each  party  forms  in  a  straight  line  about 
eight  feet  from  the  line.  Two  members  of 
each  party  take  positions  in  the  bases  on 
the  other  side.  Number  one  of  the  first 
party  then  throws  the  ball  over  the  heads 
of  the  second  party,  to  one  of  his  fellows  on 
either  of  the  bases.  If  he  catches  it,  he 
throws  it  back.  The  opposing  party  tries 
to  intercept  the  ball  and,  if  successful,  gains 
one  point.  The  play  then  continues,  the 
other  side  throwing  the  ball. 

The  rules  of  the  game  are:  - 

1.  The  members  of  each  party  may 
move  about  freely  in  their  space. 

2.  No  member  may  cross  the  line. 

(“Mind  v.  Body,”  Vol.  V.) 

Long  Ball  (27) 

Equipment  Needed:  A  playground  ball  and  bat.  Two  parallel  lines 
60  feet  apart  should  be  made.  One  line  is  called  “home”  and  the 
other  “third  base.”  The  pitcher's  box  is  half  way  between  the  two 
lines,  or  it  may  be  placed  35  feet  from  each  line  (having  two  boxes). 
The  player  is  put  out  either  by  being  hit  with  the  ball  thrown  by  an 
opponent  or  by  the  regular  rules  of  indoor  baseball. 

Guess  Ball  (28) 

Equipment  Needed:  One  basket  ball.  Teams  line  up  behind  a  cer¬ 
tain  line.  One  person  is  “it”  and  stands  about  25  feet  in  front  of 
players,  with  his  back  to  them.  Some  man  throws  the  ball  and  tries 
tc t  hit  the  fellow  standing  in  front.  If  successful  in  hitting  the  one  in 
front,  the  one  in  front  tries  to  guess  who  hit  him.  If  he  guesses  the 
right  man,  he  takes  the  place  of  the  one  who  hit  him;  if  not,  he  takes 
another  turn  in  being  “it.”  But  if  the  one  who  aims  for  the  one  in 
front  misses,  the  thrower  is  “it”  and  must  go  out  in  front,  and  so  on. 

Hand  Baseball  (29) 

Equipment  Needed:  One  light  rubber  or  tennis  ball.  The  game  is 
similar  to  regular  baseball  with  the  exception  that  instead  of  batting 
the  ball  with  a  bat,  the  open  hand  is  used.  One  or  three  bases  can 
be  used  according  to  the  number  of  players.  The  fielders  can  put 
a  base  runner  or  batter  out  as  in  regular  baseball  by  hitting  said 
batter  or  base  runner  when  he  is  off  or  between  bases. 


380 


HANDBOOK  FOR  COMRADES 


Horseback  Wrestling  (30) 

In  this  game  one-half  of  the  men  will  be  riders  and  the  other  half 
horses.  The  rider,  when  astride  his  horse,  will  use  nothing  but  his 
legs  as  his  support  during  maneuvers.  His  hands  will  at  all  times  be 
kept  free  and  will  not  touch  the  horse.  It  will  be  the  object  of  the 
horse  to  balance  his  rider  properly,  so  that  at  the  word  “Go”  two  rid¬ 
ers  can  come  to  combat  in  a  form  of  wrestling,  with  the  object  of 
dismounting  one  another.  The  winners  are  later  assembled  for 
competition  among  themselves.  This  game  may  also  be  reversed  by 
having  the  riders  become  the  horses  as  soon  as  one  has  been  successful 
in  dismounting  the  other.  A  bout  is  won  and  ended  when  any  part 
of  the  opponent’s  horse  or  rider  touches  the  ground,  except,  of 
course,  the  feet  of  the  horse. 

D.  CHASING  GAMES 
Stealing  Ammunition  (31) 

Equipment  Needed:  A  number  of  short  sticks ,  stones ,  or  some  such 
articles.  The  ground  is  divided  into  two  equal  parts  with  a  small 
goal  marked  off  at  the  rear  end  of  each  part  in  which  these  sticks  are 
placed.  Each  player  who  reaches  the  enemy’s  goal  safely  may  carry 
one  stick  to  his  own  goal  and  may  not  be  caught  while  carrying  it 
back.  If  caught  in  the  enemy’s  territory  before  reaching  the  goal, 
the  player  must  remain  a  prisoner  in  the  goal  until  touched  by  one  of 
his  own  side.  Neither  may  he  be  caught  while  returning.  Any 
player  may  catch  any  opponent  except  under  the  rule  just  stated. 
No  ammunition  may  be  taken  by  a  side  while  any  of  its  men  are 
prisoners.  The  game  is  won  by  the  side  gaining  all  of  the  ammunition. 

Black  and  White  (32) 

Equipment  Needed:  A  pasteboard  or 
wooden  disk  about  4"  in  diameter ,  white  on 
one  side  and  black  on  the  other.  Two  base 
lines,  parallel  with  each  other  and  50  feet 
apart,  a  center  line  parallel  with  the  base 
lines  and  half  way  between,  are  marked  on 
the  field.  Players  on  opposing  teams  line  up 
back  to  back  on  each  side  of  the  center  line 
with  a  space  of  6  feet  between  the  lines.  One 
team  is  called  “White,”  the  other  “Black.” 
The  disk  is  thrown  into  the  air  by  the  official. 
If  the  white  side  turns  up,  the  “White” 
team  chases  the  “Black”  team  across  their 
base  line.  Every  man  tagged  by  the 
“White”  team  men,  joins  the  “W hite”  team. 
The  two  teams  line  up  as  before,  the  disk  is 
again  thrown  and  whichever  side  comes  up, 
that  team  endeavors  to  tag  its  opponents 


BLACK  GOAL 


@  a  c*  m  <a 

o  CJ  C7  c5  S3  *=> 


WHITE  GOAL 
Black  and  White 


GROUP  AND  MASS  GAMES  381 

before  they  can  run  across  their  base  line.  The  team  having  the 
largest  number  of  players  at  the  end  of  the  game  wins. 

Marching  Tag  (33) 

Two  base  lines  fifty  feet  apart.  The  group  is  broken  up  into  two 
units.  These  units  form  in  company  front  behind  their  base  lines, 
facing  each  other.  Unit  No.  1  marches  foward  in  this  formation 
and  continues  so  to  march  until  a  whistle  is  blown.  The  whistle  is 
the  signal  for  Unit  No.  1  to  break  ranks  and  run  back  to  its  base  line 
before  the  men  forming  Unit  No.  2  can  tag  its  members.  No.  2  men 
cannot  leave  their  base  until  the  whistle  is  blown.  Every  man 
tagged  before  crossing  his  base  line  must  line  up  with  No.  2.  Unit 
No.  2  then  marches  foward  until  a  whistle  is  blown  and  is  chased 
back  behind  its  base  line  by  Unit  No.  1.  The  line  having  the  largest 
number  of  players  after  an  equal  number  of  trials  wins  the  game. 

Steal  the  Flag  (34) 

Equipment  Needed :  A  small  stick  two  feet  long. 

( This  may  have  a  flag  attached  if  desired.)  Two 
base  lines  are  drawn  parallel  and  50  feet  apart. 

Players  on  opposing  teams  line  up  behind  the  two 
lines,  facing  each  other.  A  captain  is  selected. 

Each  team  sends  out  one  representative  to  the 
center  of  the  field,  where  the  small  stick  has 
been  stuck  into  the  ground  in  a  vertical  position. 

The  object  of  each  man  who  has  been  sent  to  the 
center  is  to  grasp  the  stick  and  get  away  behind 
the  base  line  before  he  can  be  tagged  by  the 
opponent.  If  he  succeeds  it  counts  one  point  for 
his  team.  If  he  is  tagged  by  his  opponent,  it  counts 
one  for  the  opponents.  Either  man  has  the  privilege  of  grasping  the 
stick  and  attempting  to  return  with  it  to  his  line.  The  stick  is 
immediately  stuck  up  in  the  center  field  and  each  captain  selects 
another  of  his  team  to  send  foward  to  capture  the  stick  the  second 
time.  The  game  is  continued  until  each  man  has  had  equal  oppor¬ 
tunity  to  steal  the  stick. 

Prisoners’  Base  (35) 

Two  lines  are  drawn  parallel  and  50  feet  apart,  known  as  base  lines; 
a  5-foot  square  behind  each  line  serves  as  prison.  The  teams  line  up 
one  behind  each  line.  One  or  more  players  from  either  team  leave 
the  base  line  and  run  toward  the  opponent.  One  or  more  members 
of  the  opposing  team  rush  out  and  try  to  tag  them  before  they  return 
to  their  base  lines.  The  last  player  to  leave  the  base  line  may  tag 
any  opponent  and  is  only  subject  to  being  tagged  by  an  opponent  who 
has  left  the  base  line  later  than  he  did.  A  player  may  run  back 
across  his  own  base  line  and  immediately  enter  the  field  of  activity 
again  in  an  effort  to  tag  an  opponent  before  he  can  return  to  his  own 


382 


HANDBOOK  FOR  COMRADES 


“A."  CrOAL 


OP 

o 

_! 

o! 

o; 

i 

< 

a 


r~ 'S5 — 

Prison 

’3‘  Goal, 

Prisoners'  Base 


base  line.  As  soon  as  a  player  is  tagged  by 
an  opponent  he  is  taken  to  prison  behind  the 
opponent’s  line.  A  captor  is  given  free 
passage  back  with  his  prisoner  to  the  base 
line.  Prisoners  stay  within  the  prison  until 
one  of  their  team-mates  succeeds  in  tagging 
them  without  previously  being  tagged  by  an 
opponent.  When  a  prisoner  is  released  from 
the  prison  free  passage  is  given  to  the  one 
who  succeeded  in  releasing  him.  The  team 
having  the  most  prisoners  at  the  end  of  a 
given  time  wins  the  game. 


Run  Sheep  Run  (36) 

Two  captains  are  chosen  who  in  turn  alternately  choose  players 
for  their  team.  One  team  becomes  a  searching  party  and  remains  at 
the  goal,  while  the  other  team  goes  out  with  its  captain,  who  directs 
the  various  individuals  where  to  hide,  after  agreeing  with  his  party 
on  a  series  of  signals  to  be  used,  as  described  below.  When  all  are 
hidden,  this  captain  goes  back  to  the  searchers,  who  at  once  start 
out  on  a  hunt  under  the  direction  of  their  captain,  who  may  divide 
or  dispose  of  his  party  as  he  sees  fit.  The  captain  of  the  hiding  party 
remains  with  the  searchers,  calling  out  signals  to  his  hidden  men 
which  shall  enable  them  to  approach  nearer  to  the  goal  by  dodging 
from  one  hiding  place  to  another,  always  trying  to  keep  out  of  sight 
of  the  searchers.  Neither  party,  however,  may  run  to  the  goal  until 
his  own  captain  shouts,  “Run,  Sheep,  Run.”  The  captain  of  the 
hiding  party  is  generally  the  first  one  to  give  this  signal  and  he  does  so 
whenever  he  thinks  his  men  are  well  placed  to  make  the  goal.  The 
captain  of  the  searchers  naturally  gives  the  signal  to  his  men  as  soon 
as  he  hears  his  competitors  give  it,  as  the  game  is  won  by  the  party 
of  which  one  player  first  reaches  the  goal.  Should  any  member  of 
the  searching  party  catch  sight  of  an  opposing  player  before  all  run 
to  the  goal,  he  tells  his  captain,  who  at  once  shouts,  “Run,  Sheep, 
Run.”  Any  signals  may  be  agreed  upon  between  the  captain  of  the 
hiding  party  and  his  men.  The  following  are  examples:  One  whistle 
meaning  “Keep  low”;  two  whistles,  “Push  to  the  left”;  three  whis¬ 
tles,  “Danger”;  four  whistles,  “Push  to  the  right”;  five  whistles, 
Push  toward  the  goal.” 


Hip  (37) 

Equipment  Needed:  One  stick  about  two  feet  long.  All  the  players 
stand  in  an  informal  group.  One  of  them  is  provided  with  the  stick, 
which  he  throws  as  far  as  he  can,  at  the  same  time  calling  the  name 
or  number  of  one  of  the  other  players.  The  one  who  threw  the  stick, 


GROUP  AND  MASS  GAMES 


383 


and  all  the  others  except  the  one  whose  name  is  called,  scatter.  The 
one  who  is  called  must  pick  up  the  stick,  whereupon  he  becomes 
“Hip”  and  must  chase  the  other  players.  Any  player  whom  he  catches 
he  touches  with  the  stick  (pounding  not  allowed),  and  that  player  at 
once  joins  him  in  trying  to  catch  the  others.  Anyone  caught  by  the 
second  player,  however,  must  be  held  by  him  until  “Hip”  can  come 
and  touch  the  prisoner  with  the  stick.  The  one  touched  with  the 
stick,  thereupon  joins  “Hip’s”  party  and  tries  to  catch  and  hold  other 
players  until  touched  by  the  stick  of  “Hip.,” 

Fox  and  Geese  (38) 

One  player  is  chosen  to  be  fox  and  another  to  be  gander.  The 
remaining  players  all  stand  in  single  file  behind  the  gander,  each  with 
his  hands  on  the  shoulders  of  the  one  next  in  front.  The  gander  tries 
to  protect  his  flock  of  geese  from  being  caught  by  the  fox,  and  to  do 
this  spreads  out  his  arms  and  dodges  around  in  any  way  he  sees  fit 
to  circumvent  the  efforts  of  the  fox.  Only  the  last  goose  in  the  line 
may  be  tagged  by  the  fox,  or  should  the  line  be  very  long,  the  last 
five  or  ten  players  may  be  tagged  as  decided  beforehand.  It  will  be 
seen  that  the  geese  may  all  cooperate  with  the  gander  by  doubling 
and  redoubling  their  line  to  prevent  the  fox  from  tagging  the  last 
goose.  Should  the  fox  tag  the  last  goose  (or  one  of  the  last  five  or 
ten,  if  that  be  permissible),  that  goose  becomes  fox  and  the  fox 
becomes  gander. 


Snatch  Ball  (39) 

Equipment  Needed:  A  stone ,  ball ,  or  hand¬ 
kerchief.  Any  number  of  players  can  partici¬ 
pate.  Form  two  lines  facing  each  other,  the 
lines  being  about  eight  paces  apart.  The 
players  number  off  on  each  side  from  one  to 
the  number  of  men  in  line.  The  object  is 
mid-way  between  lines.  The  leader  calls  a 
number,  both  men  run  for  the  object  and  one, 
either  by  speed  or  strategy,  snatches  the  ob¬ 
ject  and  returns  to  his  own  side,  without 
being  tagged  by  the  same  numbered  player 
from  the  other  side,  thereby  scoring  one  point 
for  his  side.  Should  the  other  man  touch  him  the  other  side  would 
score  the  point.  Game  to  continue  any  number  of  points.  To  make 
the  game  more- complex,  call  two  or  more  numbers.  This  makes  it 
harder  to  snatch  the  ball. 

Fox  in  the  Hole,  Safety  First  Hop  (40) 

Any  number  of  players  may  participate.  Area  for  the  game 
should  be  restricted,  not  too  large;  a  four-foot  circle  should  be  made 
for  a  base.  The  leader  chooses  one  player  for  Fox  or  Hopper. 
While  this  player  is  on  the  base  he  may  stand  on  two  feet,  but  when 


Snatch  Ball 


3§4 


HANDBOOK  FOR  COMRADES 


he  leaves  the  base  to  catch  another  player  he  must  hop  on  one  foot. 
Should  he  put  the  other  foot  down,  he  must  return  to  the  base  and 
every  player  can  slap  him  on  the  back  until  he  does,  but  no  player 
may  block  his  path  to  the  base.  Should  a  player  become  tagged  he 
becomes  the  Fox,  and  the  other  players  may  slap  him  on  the  back 
until  he  is  safe  on  the  base. 


Bombardment  (41) 

The  ground  is  divided  into  two  equal  fields 
by  a  line  drawn  across  the  center.  At  the 
rear  of  each  section  an  Indian  club  for  each 
player  is  placed,  the  player  standing  in  front 
of  the  club,  as  per  diagram.  The  object  of 
the  game  is  to  knock  down  the  opponents’ 
clubs,  each  player,  therefore,  serving  as 
guard  to  protect  his  club  and  as  a  thrower. 
He  may  throw  whenever  he  can  secure  a 
ball.  The  balls  are  placed  at  the  beginning 
of  the  game  in  the  center  of  the  field.  None 
of  the  players  of  either  team  are  allowed  to 
pass  over  this  center  line.  The  score  is  taken 
at  a  given  time,  the  side  knocking  down  the 
largest  numberof  pins  winning. 

This  game  may  also  be  played  by  using  a  straight  elimination 
play,  that  is,  as  soon  as  a  player’s  club  is  knocked  down,  he  picks  it 
up,  and  leaves  the  floor,  the  game  proceeding  until  either  one  of  the 
teams  is  eliminated. 

Another  variation  is  to  have  each  player  go  over  to  the  opposite 
side  when  his  club  is  knocked  down  until  one  side  gets  all  of  the 
opponents’  players. 

Treasure  Hunt  (42) 

This  game  is  a  very  adaptable  one  and  can  be  run  in  a  great  number 
of  different  ways.  It  can  be  as  simple  or  as  complex  as  any  leader 
may  desire. 

A  mysterious  letter  may  be  read  to  the  group  or  a  letter  in  code 
posted  where  the  group  can  see  it.  The  contents  of  this  letter  will 
direct  any  one  to  a  place  where  they  will  find  detailed  information  as 
to  the  exact  location  of  a  buried  treasure.  By  following  instructions, 
working  out  the  code,  a  boy  will  discover  a  second  letter  in  hiding. 
A  time  limit  may  be  allowed  to  find  letter  No.  3.  At  the  end  of  that 
time  the  information  contained  in  the  second  letter  may  be  given  to 
the  entire  group,  so  that  they  may  hunt  for  letter  No.  3.  This 
method  keeps  everybody  in  the  game. 

As  many  letters  may  be  hidden  as  desired,  using  the  treasure  as 
the  last. 

As  stated  before,  this  game  is  adaptable  and  can  be  made  to  teach 
observation,  trailing,  and  tracking.  Letters  using  identification  of 


&  i  a  a 

0  0  0  0 

3 

0 

3 

O 

CL UBbS  ft 

3  fl 

h 

FLMCKb  O  C3  O 

0  0 

0 

dead  Line 

m  »  a 

ciob&  $  ft  & 

fl  a 

a 

m  a  a 

ttk 

S  3  3  3 

b 

3 

Bombardment 


GROUP  AND  MASS  GAMES 


385 


trees,  flowers,  moss  on  trees,  birds’  nests,  and  so  forth,  may  be  used. 
Map  and  chart  reading  make  the  game  more  difficult.  Letters  may 
be  written  in  Morse  and  Continental  codes  or  easy  codes  may  be 
made  up. 

“Eats,”  a  good  book  on  trees,  flowers,  a  small  axe,  or  any  useful 
article  may  be  the  hidden  treasure. 


E.  QUIET  SOCIAL  GAMES 
Mingling  Games 

Games  which  can  be  used  at  the  beginning  of  a  social  evening  for 
the  purpose  of  causing  the  group  to  mingle. 

Capitals  (1) 

Half  of  the  group  will  have  pinned  on  them  the  outlines  of  different 
states  without  the  names.  The  other  half  are  given  on  slips  of  paper 
names  of  capital  cities  of  states.  The  latter  group  are  supposed  to 
locate  partners  by  finding  the  state  to  which  they  hold  the  capital. 

Around  the  World  (2) 

Each  player  is  given  a  card  and  a  pencil.  Various  articles  are 
scattered  throughout  the  room,  representing  different  countries, 
states,  or  cities — for  example:  A  wooden  shoe  for  Holland,  a  picture 
of  a  bull  for  Spain,  a  package  of  tea  for  China,  a  bear  for  Russia. 
Each  article  is  numbered.  The  players  circulate  about  the  room 
endeavoring  to  guess  what  each  article  represents.  Each  writes  his 
guess,  with  the  number  of  the  article,  on  his  card. 

Alphabetical  Answers  (3) 

Cards  having  different  letters  of  the  alphabet  are  made.  Each 
player  has  one  of  these  cards  pinned  upon  his  person.  It  is  well  to 
eliminate  the  letters  v,  x,  and  z  in  this  game.  One  player  asks 
another  a  question  and  that  player  must  answer,  having  his  first 
word  commence  with  the  letter  pinned  upon  him.  He  must  com¬ 
plete  his  answer  before  the  questioner  can  count  ten.  If  unsuccessful 
he  must  surrender  his  letter  to  the  counter.  The  player  having  the 
largest  number  of  letters  at  the  end  wins  the  game.  Two  players 
cannot  question  the  same  individual  at  the  same  time.  The  one 
questioned  cannot  use  the  same  answer  twice. 

Who  Ami?  (4) 

Each  player  has  pinned  upon  his  back  the  name  of  some  prominent 
personage.  In  conversing  with  each  other  the  conversation  is  carried 
on  as  though  it  were  addressed  to  the  personage  whose  name  is 


386 


HANDBOOK  FOR  COMRADES 


pinned  on  the  back  of  the  individual.  It  is  the  object  of  each  indi¬ 
vidual  to  guess  the  personage  he  represents. 

Trick  Games 

Mirror  Pictures  (i) 

It  is  necessary  for  the  one  who  plays  this  trick  game  to  have  an 
accomplice.  The  one  who  is  to  illustrate  the  game  goes  out  of  the 
room.  His  accomplice  explains  that  he  can  picture  the  face  of  one  of 
the  individuals  in  the  room  upon  the  mirror,  so  that  the  person  who 
has  been  sent  from  the  room  on  his  return  can  guess  whose  picture  was 
taken.  The  accomplice  then  calls  to  the  center  of  the  room  one  of 
the  group  and  has  him  look  for  a  few  seconds  into  the  mirror.  After 
the  picture  is  taken  in  this  way,  the  one  who  has  been  sent  from  the 
room  is  called  back  and  to  the  amazement  of  the  group  he  names 
the  player  whose  picture  is  supposed  to  be  photographed  in  the 
mirror. 


The  Trick 

The  accomplice  who  takes  the  picture  sits  in  the  seat  of  the  one 
whose  picture  was  taken,  hence  it  is  necessary  for  the  one  who  leaves 
the  room  to  observe  the  positions  of  the  various  players  before  going 
out. 

Magic  Writing  (2) 

An  accomplice  is  required  in  this  game.  The  one  who  is  to  illustrate 
the  game  leaves  the  room.  The  accomplice  asks  the  others  remaining 
in  the  room  to  select  some  word.  Suppose  the  word  selected  be 
“hours.”  The  one  sent  from  the  room  is  then  called  in.  The  accom¬ 
plice  has  a  short  stick  in  his  hand  and  by  a  series  of  mystic  flourishes 
and  knocks  interprets  the  word  to  the  player  who  left  the  room. 
He,  to  the  astonishment  of  all,  guesses  the  exact  word  decided  upon. 


The  Trick 

The  vowel  “a”  is  represented  by  1  knock;  “e”  is  represented  by 
2  knocks;  “i”  is  represented  by  3  knocks;  “o”  is  represented  by  4 
knocks;  “u”  is  represented  by  5  knocks.  The  consonant  “h”  is 
interpreted  by  the  conversation.  For  example,  the  accomplice  in 
interpreting  the  “h”  in  “hours”  toThe  one  returning  to  the  room  did 
it  in  this  way.  Flourishing  the  stick  in  the  air  he  says  “Having  a 
hard  time,  are  you  not?”  The  guesser  knows  by  that  the  first  letter 
is  “h.”  The  accomplice  then  taps  four  times  with  a  stick  indicating 
“o,”  then  after  a  few  more  flourishes  taps  five  times  representing  “u,” 
then  says  to  the  players,  “Remember  the  word  you  have  chosen,” 
which  gives  the  letter  “r”  to  the  guesser.  The  accomplice  then  says, 


GROUP  AND  MASS  GAMES 


387 


“Seems  as  though  you  should  have  it  by  now,”  and  the  one  who  left 
the  room  knows  that  the  word  “hours”  was  the  one  selected  and  so 
states. 

Watch  Trick  (3) 

An  accomplice  is  required  for  this  game.  The  one  who  is  to 
illustrate  the  game  leaves  the  room.  The  players  remaining  in  the 
room  then  determine  upon  some  object  which  shall  be  hidden.  This 
object  is  unknown  to  the  one  who  leaves  the  room.  After  it  is  pro¬ 
perly  hidden  the  lights  are  turned  out  to  make  the  trick  seem  the 
more  difficult.  The  players  are  cautioned  that  they  must  keep 
absolutely  quiet  during  the  game.  The  guesser  is  called  into  the 
room  and  with  little  difficulty  goes  to  the  object  and  discovers  it  to 
the  other  players. 

The  Trick 

The  accomplice  places  a  watch  beside  the  hidden  object  and  the 
one  who  leaves  the  room  locates  the  hidden  article  by  the  tick  of 
the  watch. 


Guessing  Games 

Verbal  Authors  (1) 

A  judge  is  selected  who  takes  his  place  in  the  center  of  the  group. 
Each  player  in  turn  has  to  stand  up  and  name  the  title  of  a  book. 
The  others  are  to  guess  the  author.  The  one  first  naming  the  author 
scores  one  point.  The  next  individual  then  stands  up  and  gives 
another  title.  The  game  continues.  The  individual  naming  the 
most  authors  scores  the  highest  number  of  points. 

Another  way  to  play  the  same  game  is  to  give  each  player  a  card 
and  a  pencil  and  have  him  write  thereon  as  many  of  the  authors  as 
he  knows. 

Words  (2) 

The  players  are  arranged  as  in  a  spelling  match.  Sides  may  be 
chosen  if  desired.  The  first  one  in  the  line  starts  by  giving  a  letter. 
The  next  one  in  line  adds  a  letter  to  it.  Suppose  the  first  letter  given 
to  be  “m.”  The  second  player  thinking  of  “money”  says  “o.”  The 
third  player  thinking  of  “mobilize”  says  “b,”  but  as  m-o-b  is  a  com¬ 
plete  word  the  third  player  must  take  his  place  at  the  end  of  the  line 
for  completing  the  word,  as  no  word  is  supposed  to  be  completed 
until  the  turn  of  the  last  player. 

Gossip  (3) 

A  player  is  sent  out  of  the  room.  A  judge  is  selected  who  asks 
each  player  left  in  the  room  to  make  some  statement  about  the 
individual  who  has  been  sent  out  of  the  room  and  writes  down  the 


388 


HANDBOOK  FOR  COMRADES 


statement  and  the  name  of  the  individual  making  it.  Example  of 
statements:  “His  chin  is  too  long.”  “He  has  his  mother’s  eyes.” 
“He  is  a  poor  hunter.”  When  the  leader  has  selected  all  of  these 
statements  the  individual  is  called  back  into  the  room.  The  leader 
then  reads  off  the  various  statements  made  and  it  is  up  to  the  one  who 
left  the  room  to  guess  who  it  was  that  made  the  statements  about 
him.  If  he  guesses  correctly  that  individual  is  sent  out  of  the  room 
and  the  game  continues. 

Telegrams  (4) 

Each  player  is  given  a  telegram  blank  and  pencil.  Upon  this  he 
places  ten  letters  about  one  and  one-half  inches  apart.  He  cannot 
use  the  same  letter  twice.  All  of  the  blanks  are  then  passed  to  the 
right  and  each  player  writes  a  telegram,  using  words  starting  with 
the  various  letters  he  finds  upon  this  blank.  The  telegrams  are  then 
read  aloud. 

Shouting  Proverbs  (5) 

A  player  is  sent  from  the  room.  Those  remaining  think  of  some 
proverb.  Each  player  is  given  a  word  of  the  proverb.  When  the 
player  is  called  back  into  the  room  they  all  shout  at  the  same  time 
the  word  of  the  proverb  which  has  been  given  them.  It  is  up  to  the 
guesser  to  tell  the  proverb. 

Find  the  Ring  (6) 

Equipment  Needed:  A  long  piece  of  string  with  a  small  ring  on  it, 
the  string  being  tied.  The  players  sit  in  a  circle,  holding  in  their  hands 
a  long  piece  of  string  tied  at  the  ends  so  as  to  form  a  circle  large 
enough  to  go  around,  a  small  ring  having  been  put  upon  this  string. 
One  player  is  chosen  to  stand  in  the  center.  The  players  who  are 
seated  then  pass  the  ring  from  one  to  another,  the  object  being  for 
the  player  in  the  center  to  detect  who  has  the  ring.  The  other  players 
will  try  to  deceive  him  by  making  passes  to  indicate  the  passage  of 
the  ring  when  it  really  is  not  in  their  vicinity.  When  the  player  in 
the  center  thinks  he  knows  who  has  the  ring,  he  calls  out  the  name  of 
the  player.  If  right,  he  sits  down,  and  that  player  must  take  his 
place  in  the  center. 

Animal  Blind  Man’s  Buff  (7) 

A  player  is  blindfolded  and  placed  in  the  center  of  the  group. 
After  having  been  turned  about  several  times  to  confuse  his  location, 
he  is  handed  a  short  stick.  He  endeavors  to  touch  an  individual 
with  the  stick.  (The  players  are  not  allowed  to  move  about  to  avoid 
being  touched  by  the  stick.)  Upon  touching  an  individual  he  gives 


GROUP  AND  MASS  GAMES 


389 


the  name  of  an  animal  and  the  player  touched  must  try  to  imitate 
the  noise  that  animal  makes.  Upon  hearing  the  noise,  the  one 
blindfolded  endeavors  to  recognize  who  it  is  that  makes  it.  If  suc¬ 
cessful,  that  individual  takes  his  place. 


Team  Games 

Clothespins  (1) 

Equipment  needed:  Three  dozen  clothes  pins.  The  players  are 
divided  into  two  teams  and  arranged  in  two  lines  facing  each  other, 
seated.  A  dozen  and  a  half  clothespins  are  handed  to  the  two  players 
facing  each  other  at  one  end  of  the  lines.  The  pins  must  be  held  in 
the  grasp  of  the  two  hands.  At  the  signal  to  start,  the  player  holding 
the  bundle  of  pins  passes  the  bundle  to  the  next  player  in  the  line. 
The  object  of  the  game  is  to  pass  the  bundle  of  clothespins  from  hand 
to  hand  to  the  other  end  of  the  line  and  return.  If  any  of  the  pins 
are  spilled,  the  individual  dropping  the  same  must  recover  them  for 
his  bundle  before  passing  them  on  to  the  next.  The  team  that  first 
succeeds  in  passing  the  bundle  of  pins  to  the  end  of  the  line  and 
back  wins. 

Cross  Questions  (2) 

All  but  one  of  the  players  sit  in  two  rows  facing  each  other,  those 
directly  opposite  each  other  being  partners.  The  odd  player  walks 
around  the  rows  behind  the  others,  asking  questions  of  any  player 
facing  him  from  the  farther  row.  The  question  must  be  answered, 
not  by  the  player  addressed,  but  by  his  partner  or  vis-a-vis,  who 
sits  with  back  to  the  questioner.  Any  player  answering  a  question 
addressed  directly  to  him,  or  failing  to  answer  one  addressed  to  his 
partner,  or  giving  an  incorrect  answer  to  a  question,  changes  places 
with  the  questioner,  or  pays  a  forfeit,  as  may  have  been  decided  on 
beforehand. 

Jenkins  Up  (3) 

Divide  the  company  into  two  sides.  One  division  sits  around  the 
table  on  one  side,  the  other  on  the  opposite  side.  The  members  of 
division  “A”  put  their  hands  under  the  table  and  a  small  coin,  dime 
or  quarter,  is  passed  from  one  to  the  other. 

When  division  “B”  thinks  they  have  had  enough  time,  the  players 
call  out,  “Jenkins  up!”  and  the  players  of  “A”  hold  up  their  closed 
hands,  and  when  “Jenldns  down!”  is  called,  they  must  place  their 
hands,  palm  down,  on  the  table.  The  players  of  “B”  must  guess 
under  which  palm  the  coin  is.  Each  player  has  one  guess,  those  on 
the  opposite  side  raising  their  hands  when  requested  to  do  so. 

If  “B”  guesses  correctly,  the  coin  is  passed  over  to  them  and  “A” 
must  guess  who  has  it,  but  if  not,  “A”  keeps  the  coin,  and  “B”  has 


390 


HANDBOOK  FOR  COMRADES 


another  trial  for  guessing.  Tally  may  be  kept,  I  being  counted  for 
every  correct  guess,  and  a  certain  number,  as  50,  may  be  the  limit. 
The  side  gaining  50  points  first  is  victorious. 

Fire  (4) 

Choose  two  leaders  from  among  the  players.  Each  leader  chooses 
his  side.  The  sides  sit  opposite  each  other,  and  the  leader  of  one 
throws  a  ball  to  any  one  on  the  opposite  side.  As  he  does  so  he  says 
either,  “Earth,”  “Air,”  “Water,”  or  “Fire,”  and  counts  ten. 

The  person  who  caught  the  ball  must  answer  before  he  finishes 
counting  ten.  If  “earth”  was  called,  he  must  name  some  quadruped 
found  therein;  if  “water,”  some  fish  must  be  named;  if  “air,”  the  name 
of  some  bird;  but  if  “fire”  was  called  he  must  remain  perfectly  still. 

If  the  players  give  a  wrong  answer  or  speak  when  they  should  be 
silent  they  are  out,  and  the  leader  must  throw  the  ball  to  some  one 
else,  but  if  the  players  answer  correctly,  it  is  their  turn  to  throw  the 
ball  to  someone  on  the  opposite  side,  and  the  game  goes  on  as 
before. 

The  side  whose  players  stand  up  the  longest,  wins  the  game. 
Location  (5) 

The  group  is  divided  into  two  teams.  A  leader  is  selected  for 
each  group.  A  player  on  team  1  calls  the  name  of  a  town  or  place 
and  counts  ten.  While  he  is  counting  the  opposite  opponent  must 
give  the  location  of  the  town  or  place.  If  he  has  not  succeeded  before 
the  counter  has  reached  “ten,”  he  drops  out.  The  second  player  on 
team  2  then  names  a  place  and  it  is  up  to  the  second  player  on  team  1 
to  give  the  location.  When  all  the  players  have  had  a  chance  the 
team  having  the  largest  number  of  players  remaining,  wins. 


II.  RELAY  RACES 

For  line  relays  the  teams  are  arranged  in  columns  of  file  with  the 
columns  running  parallel  to  each  other  and  at  least  ten  feet  apart. 
This  is  the  simplest  formation  in  which  the  players  can  be  grouped. 
A  fixed  line  of  lime,  tennis  tape,  or  sunken  wooden  take-off  boards 
should  be  so  placed  on  the  field  that  competing  teams  have  equal 
advantage.  This  line  shall  be  known  as  the  starting  line  and  the 
front  man  in  each  column  shall  toe  this  line.  Another  line  which 
shall  serve  as  the  distance  line  shall  be  placed  thirty  feet  in  front  of 
and  parallel  to  the  starting  line. 

When  large  numbers  of  teams  are  competing  it  is  well  to  have  the 
man  who  finishes  the  relay  wear  some  distinguishing  mark  to  aid 
the  judges. 


GROUP  AND  MASS  GAMES 


39i 


A.  PASSING  RELAYS 


{Note.  A  shoe,  stone,  bean  bag,  ball,  or  some  other  object  can  be 
used  in  the  following  events.) 


Straddle  Relay  (1) 

Players  stand  in  the  stride-stand  position  with  the 
object  to  be  passed  on  the  line  in  front  of  the  first 
contestant.  A  the  start  the  object  is  passed  between 
the  legs  of  the  contestants  in  the  column  until  it 
reaches  the  back  of  the  column.  There  it  is  picked  up 
by  the  end  man  who  carries  it  forward  on  the  left 
side  of  his  column  to  the  distance  line  which  he 
must  touch.  He  then  returns  to  the  front  of  his 
column  where  he  faces  about  and  passes  the  object 
back  between  his  own  legs  toward  the  back  of  the 
column  where  it  is  picked  up  by  the  end  man  who 
repeats  the  performance  of  the  preceding  end  man. 
When  every  man  has  carried  the  ball  forward  the  last 
man  finishes  the  race  when  he  crosses  the  distance 
line. 


^  \ 
s  • 

0  ' 

1 

^  1 

^7  * 

1 

^  ' 

1 

] 

1 

^  1 

1 

tE7  | 

1 

^  1 

1 

t*7  1 

i 

w  j 

1 

^  / 

V  J 

Straddle  Relay 


Over  the  Top  (2) 

Players  stand  at  attention  with  the  object  to  be  passed  on  the 
line  in  front  of  the  column.  At  the  start  signal  the  object  is  passed 
back  over  the  head  by  the  first  player  to  the  second  and  so  on  until 
it  reaches  the  last  player.  (Every  player  in  the  column  must  grasp 
and  pass  the  object.)  The  end  player  carries  the  object  forward  over 
the  backs  of  the  players  in  the  column  in  front  of  him  who  assume  a 
stooping  position.  As  soon  as  he  reaches  the  front  of  the  line  he  runs 
to  the  distance  line  after  touching  which  he  returns  to  the  front  of 
his  column  and  starts  the  object  back  over  his  head.  When  every 
player  has  carried  the  object  forward  the  last  player  finishes  the  race 
when  he  rushes  forward  across  the  distance  line. 


Over  and  Under  (3) 

Like  No.  2  excepting  that  every  other  player  must  pass  the  object 
between  the  legs. 


In  and  Out  (4) 

Players  stand  in  the  stride-stand  position,  with  the  object  on  the 
line  in  front  of  the  first  contestant.  At  the  start  signal  the  object 
is  rolled  back  between  the  legs  of  the  players  in  the  column  until  it 
reaches  the  back  of  the  column  where  it  is  picked  up  by  the  end 
player  who  runs  forward  to  the  right  of  the  player  in  front  of  him,  to 
the  left  of  the  second,  to  the  right  of  the  third,  etc.,  until  he  has 


392 


HANDBOOK  FOR  COMRADES 


reached  the  front  line  whereupon  he  runs  to  the  distance  line  which 
he  touches.  Returning  to  the  front  of  the  column  he  starts  the 
object  back  between  his  legs.  When  every  player  has  carried  the 
object  forward  the  last  player  finishes  the  race  when  he  crosses  the 
distance  line. 

Basket  Ball  Relay  (5) 

Equipment  Needed:  One  basket  ball  for  each  team  competing  and 
one  basket  ball  basket  for  every  six  teams  competing.  The  ball  is  placed 
on  the  starting  line  in  front  of  the  column.  Players  assume  a  stride- 
stand  position.  At  the  signal  to  go  the  ball  is  passed  back  between 
the  legs  of  the  men  in  the  column  until  it  reaches  the  last  man  in  the 


Basket  Ball  Relay 
( See  also  cut  on  page  397) 


column,  who  rushes  forward  and  shoots  the  ball  into  the  basket, 
which  should  be  located  about  fifteen  yards  in  front  of  the  column. 
As  the  men  from  the  other  columns  will  be  endeavoring  to  shoot  from 
their  places  through  the  basket  at  the  same  time,  this  makes  a  very 
spirited  game.  A  man  can  shoot  for  his  basket  from  any  position  on 
the  floor,  but  must  shoot  until  the  ball  passes  into  the  basket.  Play¬ 
ers  are  not  allowed  to  interfere  with  each  other  in  shooting  the 
basket.  After  the  goal  has  been  properly  made,  the  men  return  to 
the  front  of  their  columns  and  each  starts  the  ball  back  between  his 
legs  and  the  game  continues  until  every  man  has  shot  the  required 
basket. 


GROUP  AND  MASS  GAMES 


393 


B.  EQUIPMENT  RACES 

Potato  Race  (6) 

Equipment  Needed:  One  potato  and  a  block  of  wood  or  a  stone  for 
each  competitor.  A  circle  18  inches  in  diameter  is  placed  three  feet 
in  front  of  the  starting  line  in  front  of  each  column.  Another  circle 
of  the  same  size  is  placed  about  15  yards  in  front  of  the  first  circle. 
As  many  potatoes  are  placed  in  the  circle  nearest  the  start  line  as 
there  are  competitors  in  the  line.  {Note.  A  basket  can  be  used  in 
place  of  these  two  circles,  if  available.)  At  the  signal  to  start,  the  first 
player  in  each  column  runs  forward,  picks  up  a  potato  from  the 
nearest  circle,  carries  it  to  and  drops  it  into  the  far  circle.  {Note. 
The  potato  must  be  within  the  circle,  not  touching  the  line.)  After 
properly  placing  the  potato  in  the  far  circle,  the  player  returns,  tags 
off  the  front  player  in  the  column,  and  takes  his  place  at  the  rear  of 
the  column.  The  man  tagged  off  repeats  the  performance,  carrying 
off  the  second  potato,  etc.  The  race  ends  when  the  last  player,  after 
carrying  his  potato  to  the  far  circle,  returns  across  the  line. 

Sack  Race  (7) 

Equipment  Needed:  One  good- 
sized  crocker  sack  for  each  line.  The 
front  player  in  the  column  gets  into 
the  crocker  sack.  The  crocker  sack 
must  be  held  well  up  under  the  arms. 

At  the  signal  to  go  the  player  jumps 
forward  to  the  distance  line,  beyond 
which  he  takes  off  the  crocker  sack, 
runs  back  to  the  front  of  the  column, 
hands  the  sack  to  the  second  player, 
who  gets  into  same.  He  must  have 
pulled  the  crocker  sack  well  up 
under  the  arms  before  he  crosses  the 
starting  line.  He  then  repeats  the 
performance  of  the  first.  Players 
returning  from  the  distance  line  take 
their  places  at  the  rear  of  the  col¬ 
umn.  The  race  is  won  when  the  last 
player  on  the  team  crosses  the  finish 
line. 

Stab-the-Spud  Race  (8) 

Equipment  Needed:  One  potato  and  one  pointed  stick ,  two  feet  long , 
for  each  competitor.  A  circle  1 8  inches  in  diameter  is  placed  in  front 
of  each  column.  Another  circle  of  the  same  size  is  placed  about  15 
yards  in  front  of  the  first  circle.  As  many  potatoes  are  placed  in  the 
circle  farthest  away  from  the  starting  line  as  there  are  players  in  the 
line.  The  first  player  in  each  line  is  given  a  pointed  stick.  At  the 
signal  to  go,  he  runs  forward  to  the  far  circle,  sticks  his  pointed  stick 


394 


HANDBOOK  FOR  COMRADES 


into  one  of  the  potatoes  and  runs  back  with  it  to  the  near  circle.  He 
is  allowed  to  interfere  with  other  competitors  in  attempting  to  make 
them  lose  their  potato  from  their  stick,  so  long  as  his  potato  is  on 
his  stick.  His  potato  must  be  deposited  within  the  circle  nearest  the 
front  of  his  column  before  he  hands  his  stick  to  the  next  player  in 
the  column,  who  runs  and  gets  a  second  potato.  After  handing  the 
stick  to  the  front  player  in  the  column,  competitors  take  their  place 
at  the  rear  of  the  line.  The  race  ends  when  the  last  player,  having 
properly  deposited  his  potato  within  the  circle,  and  having  made  sure 
that  every  other  potato  is  within  the  circle,  crosses  the  finish  line. 

Overcoat  Relay  Race  (9) 

Equipment  Needed:  Overcoat  and  gloves  for  each  team.  Have  half 
of  the  players  from  each  team  in  a  column  of  file,  opposite  40  yards 
from  scratch,  the  leading  players  at  scratch  to  be  equipped  with 
overcoat  and  gloves.  At  start  the  leading  player  runs  to  the  leading 
player  of  his  team  opposite  and  transfers  overcoat  and  gloves  to  him. 
This  player  returns  to  scratch,  wearing  overcoat  and  gloves  and  trans¬ 
fers  to  second  player  at  scratch,  and  so  on  until  last  player  of  team 
has  returned  to  scratch,  wearing  overcoat  and  gloves.  Each  player 
of  team  to  run  once  only.  Overcoat  and  gloves  cannot  be  taken  off 
until  finish  line  is  crossed.  The  player  receiving  same  can  put  them 
on  while  running. 


C.  NOVELTY  RELAY  RACES 
Monkey  and  Crab  Race  (10) 

Players  are  arranged  in  parallel  columns  of  file.  At  the  signal  to 
start  the  first  player  in  the  column  places  his  hands  on  the  ground 
and  walks  monkey  fashion  to  the  distance  line.  On  reaching  same 
he  assumes  a  running  position  and  returns  to  the  front  of  the  column 
where  he  touches  off  the  second  player,  he  himself  going  to. the  back 
end  of  the  column.  The  second  player  gets  down  with  his  hands  and 
feet  on  the  ground,  facing  upward,  and  continues  across  the  distance 
line  in  this  position.  He  returns,  tags  No.  3,  and  takes  his  place  be¬ 
hind  No.  1  at  the  rear  of  the  column.  No.  3  walks  monkey  fashion. 
The  rest  of  the  column  continues  alternating,  one  man  walking  facing 
down  and  the  other  facing  up  with  hands  and  feet  on  the  ground 
until  the  last  player,  returning  from  the  distance  line,  crosses  the 
starting  line. 

Leapfrog  Race  (n) 

Players  stand  in  columns  of  file  with  a  distance  of  four  feet  be¬ 
tween  individuals.  At  the  signal  to  start  all  the  players  in  the  col¬ 
umn,  excepting  the  last  player,  assume  a  stooping  position.  The 
last  player  will  take  frog  leaps  over  the  backs  of  the  players  in  the 
column  followed  by  the  next  to  the  last  player,  etc.  As  soon  as  the 


GROUP  AND  MASS  GAMES 


395 


ast  player  reaches  the  front  of  the  column,  he  assumes  a  stooping 
position,  likewise  the  player  who  followed  him.  When  the  player 
who  headed  the  column  has  leaped  over  the  backs  of  the  players 
making  up  the  column,  he  rushes  forward  across  the  distance  line 
ending  the  race. 

* 

Hop  Race  (12) 

The  front  player  in  the  column  hops  on  his  right  foot  to  the  dis¬ 
tance  line,  returning  on  his  left  foot.  He  tags  off  the  next  player  on 
his  team  and  takes  his  place  on  the  end  of  the  line.  The  race  finishes 
when  the  last  player  returns  from  the  distance  line  and  crosses  the 
starting  line. 

Forward  Roll  Relay  (13) 

Place  a  mat  in  center  of  floor  in  front  of 
each  team.  Players  run  to  mat,  forward 
roll  on  mat,  run  to  the  end  of  the  room; 
returning  make  another  forward  roll  and 
run  back  to  team,  touching  off  No.  2  who 
does  the  same.  If  a  team  can  do  a  backward 
roll  use  it  for  variety,  or  alternate. 

Frog  Race  (14) 

Similar  to  the  hop  race  with  the  exception 
that  the  competitors  travel  in  frog  leaps 
rather  than  by  hops.  (Note.  The  frog  leap 
is  executed  in  this  fashion.  The  player  places 
both  hands  upon  the  ground  supporting  his 
weight  thereupon  as  he  jumps  both  feet  for¬ 
ward,  feet  outside  of  hands.  He  then  moves 
both  hands  forward  simultaneously  followed 
by  both  feet.)  He  travels  the  entire  distance 
to  the  distance  line,  upon  reaching  which  he 
assumes  a  standing  position  and  runs  back, 
tagging  off  the  second  competitor. 

Skin  the  Snake  (15) 

Participants  again  assume  the  column  of  file  position.  Each 
reaches  back  between  his  legs  with  his  right  hand  and  grasps  the 
left  hand  of  the  team-mate  behind  him.  Upon  the  signal  to  start,  the 
back  player  in  the  column  lies  down,  keeping  his  feet  together,  and 
maintaining  his  grip  on  team-mate’s  hand.  The  column  walks  back¬ 
wards  over  him.  The  next  to  the  last  player  lies  down  beyond  the 
last,  etc.,  until  the  entire  column  is  stretched  on  the  ground.  The 
player  who  was  in  the  front  of  the  column  will  be  the  last  player  to 
lie  down.  He  gets  up  immediately  and,  running  forward,  straddling 


Forward,  Roll  Relay 


396 


HANDBOOK  FOR  COMRADES 


the  line,  pulls  the  line  with  him.  The  line  which  gets  to  its  feet  the 
quickest  without  having  broken,  wins  the  race. 

Slap  Obstacle  (16) 

Players  are  arranged  in  parallel  lines.  Four  players  are  selected 
from  each  column  and  are  placed  in  front  of  and  in  line  with  the 
column  with  a  distance  of  five  yards  between  them.  The  first 
player  in  front  of  the  column  stands  at  attention;  the  second 
player  takes  a  stooping  position,  as  for  leapfrog;  the  third  player 


takes  a  stride-stand  position;  the  fourth  player  stands  at  attention. 
At  the  signal  to  start  the  player  in  front  of  the  column  runs  forward, 
circling  number  one,  leaping  over  number  two,  crawling  between  the 
straddle  legs  of  number  three,  circling  number  four.  After  which  he 
runs  to  the  rear  of  the  column,  where  he  slaps  the  back  of  the  last 
player;  the  last  player  slaps  the  back  of  the  player  in  front  of  him 
and  the  slap  is  passed  to  the  front  player  in  the  line  who  rushes  for¬ 
ward  upon  receiving  his  slap  and  repeats  the  performance  of  the 
first  runner.  The  game  is  finished  when  the  last  player  in  the  col¬ 
umn,  after  clearing  all  obstacles,  crosses  the  starting  line. 

Rule.  Runners  are  not  allowed  to  grasp  the  man  as  they  run 
around  him. 


Dead  Man  Relay  (17) 

The  front  player  in  the  column  is  instructed  to  go  half  way  to  the 
distance  line  and  lie  upon  his  back  upon  the  ground  with  his  head 
towards  his  team.  At  the  signal  to  go,  the  second  player  in  the 
column  runs  to  the  player  lying  upon  the  ground  and  lifts  him  by  the 
shoulders  to  a  standing  position.  (The  player  lying  upon  the  ground 
should  keep  perfectly  rigid.)  The  player  lifted,  then  runs  to  the 
finish  line.  From  there,  he  returns  to  the  rear  of  his  line.  In  the 
meantime  the  player  who  lifted  him  from  the  ground,  lies  upon  his 
back  in  the  same  position  as  the  player  lifted.  He  who  has  gone  to 
the  rear  slaps  the  player  in  front  of  him,  and  the  slap  is  passed  on 
until  it  reaches  the  player  in  the  front  of  the  column.  He  runs  for¬ 
ward,  lifts  the  dead  man,  and  takes  his  place.  The  player  runs  to 
the  finish  line,  and  returning  to  the  rear  of  the  column,  starts  the 


GROUP  AND  MASS  GAMES 


397 


slap  forward.  The  game  ends  when  the  last  player  in  the  line  is 
lifted  from  the  dead  man’s  position,  crosses  the  distance  line  and 
returns  across  the  start  line. 


« 

Attention  (18) 


Players  stand  at  attention  and  are  numbered  off  from  the  front 
of  each  column.  The  leader  calls  a  certain  number.  The  player  of 
that  number  in  each  column  runs  forward  on  the  right  hand  side, 
circling  his  column.  Upon  reaching  the  opening  made  by  himself 
in  the  column,  he  steps  in,  assuming  the  attitude  of  attention.  One 
point  is  awarded  to  the  team  whose  runner  first  assumes  the  proper 
attitude  in  the  column.  Another  number  is  called  and  the  game 
continues. 


Passing  Relay 
( See  page  392) 


Pass  the  Buck  (19) 

The  players  are  in  formation  of 
two  or  more  files,  standing  at 
stride-stand  position  with  forward 
body  bend  and  hands  upon  hips. 

Upon  the  starting  signal  the  back 
man  comes  to  the  position  of 
attention — with  a  snap — at  the 
same  time  striking  hard  with  the 

open  palms  of  both  hands  the  seat  of  the  player  in  front  of  him,  who 
in  turn  “Passes  the  Buck”  on  down  the  file.  When  the  file  leader  re¬ 
ceives  the  “Buck”  he  immediately  gives  the  command,  “About  face!” 
The  file  about  faces  and  jumps  to  a  stride-stand  forward  trunk  bend 
and  the  “Buck”  is  then  passed  up  the  file  harder  and  faster  than  it 
went  down.  This  is  a  relay  race  and  the  file  getting  the  “Buck”  back 
to  its  file-closer  first  wins.  It  is  advisable  to  repeat  the  relay,  i.  e., 
have  the  “Buck”  passed  down  and  up  the  file  twice. 


Spin  around  Relay  (20) 

A  player  is  sent  forward  from  each  line  to  a  position  ten  yards  in 
front  of  and  in  line  with  his  column.  He  shall  be  known  as  the  pivot. 
At  the  signal  to  start  the  player  at  the  head  of  the  column  runs  to 
the  pivot,  links  his  right  arm  in  the  right  arm  of  the  pivot  and  swings 
around  him,  and  then  returns  to  the  rear  of  the  line,  links  the  arm  of 
the  man  at  the  rear  and  pivots  around  him.  He  then  runs  and  tags 
off  the  man  at  the  front  of  the  column  and  takes  his  place  at  the 
rear.  The  man  tagged  off  repeats  the  performance  of  the  first  man 
who  ran. 


Jump  Stick  Relay  (21) 

Equipment  Needed:  One  stick  at  least  three  feet  long  for  each  team. 
The  stick  is  held  in  the  hand  of  the  first  player  in  the  column.  Upon 


398 


HANDBOOK  FOR  COMRADES 


the  signal  to  start  he  runs  to  the  distance  line,  touching  the  line  or 
the  ground  beyond  with  the  stick.  He  then  returns  to  the  front  of 
the  column  and  hands  the  other  end  of  the  stick  to  No.  2.  Then 
holding  the  stick  between  them  and  near  the  ground,  they  run  to 
the  rear  of  the  column  on  each  side.  The  players  in  the  column  leap 
over  the  stick  as  it  reaches  their  feet.  Upon  coming  to  the  rear  end  of 
the  column  No.  2  takes  the  stick  and  runs  to  the  distance  line,  which 
he  touches.  He  returns  to  the  front  of  the  column,  hands  the  other 
end  of  the  stick  to  No.  3  and  the  game  continues  until  the  last 
player  in  the  column  carries  the  stick  across  the  distance  line. 


Flag  Race  (22) 

In  this  race  the  players  face  to  the  left.  A  flag  is  stuck  in  the 
ground  on  the  starting  line.  At  the  signal  to  start  the  contestant 
nearest  the  flag  picks  it  up  and  hands  it  to  his  next  neighbor.  In  this 
way  it  is  passed  to  the  end  of  the  line.  The  end  player  takes  the 
flag  and  runs  in  front  of  his  line  to  the  distance  line.  Returning  to 
the  right  of  his  column,  he  starts  passing  the  flag  along.  The  player 
who  is  then  last  in  line  repeats  the  performance  and  so  on  until 
every  player  has  run.  The  last  player  finishes  the  race  when  he 
crosses  the  distance  line. 


Rescue  Race  (23) 

Players  stand  at  attention.  At  the  signal  to  start  No.  2  in  the 
column  leaps  upon  the  back  of  No.  1,  who  carries  him  across  the 
distance  line  in  piggy-back  position.  There  he  drops  him.  No.  1 
remains  behind  the  distance  line.  No.  2  rushes  back  and  picks  up 
No.  3  in  the  column  and  carries  him  beyond  the  distance  line  and 
No.  2  remains  there.  No.  3  rushes  back  and  picks  up  No.  4,  etc.,  etc. 
When  the  last  player  in  the  column  has  been  carried  across  the  dis¬ 
tance  line  the  race  is  finished. 


Centipede  Relay  (24) 

The  first  four  players  in  the  column  straddle  a 
broomstick.  It  is  required  that  the  first  three  players 
grasp  the  broomstick  with  both  hands  in  front  of 
them.  The  last  player  of  the  four  must  grasp  the 
broomstick  with  both  hands  behind  him.  In  this 
position  they  run  across  the  distance  line  and  return. 
Behind  the  finish  line  they  give  the  broomstick  to 
the  next  four  players  on  their  team,  and  take  their 
place  at  the  rear  of  the  line,  while  the  second  four 
repeat  the  performance  of  the  first.  The  race  ends 
when  the  last  group  of  four  crosses  the  start  line. 


Centipede  Relay 


GROUP  AND  MASS  GAMES 


399 


Paul  Revere  Race  (25) 

Players  are  arranged  in  column  of  file  “open  order”  with  a  distance 
of  ten  to  twenty  feet  between  the  contestants.  A  light  player  is 
selected  from  each  team  to  act  as  rider.  He  starts  just  back  of  the 
last  man  in  the  column.  Upon  the  given  signal  he  leaps  upon  the 
back  of  the  last  man  who  carries  him  to  the  man  next  in  front  of 
him  in  line.  The  rider  must  change  from  the  back  of  the  first  steed 
on  to  the  back  of  the  second  without,  touching  the  ground.  The 
second  steed  carries  him  to  the  third  and  he  is  passed  on  from  steed 
to  steed  until  he  reaches  the  front  man  in  the  column,  who  carries 
him  across  the  distance  line,  ending  the  race. 

Chariot  Race  (26) 

Each  line  is  grouped  in  pairs.  At  the  signal  to  start  the  first  pair 
with  arms  locked  run  across  the  distance  line,  returning  across  the 
start  line,  running  to  the  rear  end  of  the  column.  They  slap  the  last 
pair.  That  pair  passes  the  slap  on  to  the  pair  next  in  front  of  them, 
etc.  As  soon  as  the  slap  reaches  the  pair  at  the  head  of  the  column, 
they  start.  The  race  ends  when  the  last  pair  returning  cross  the 
finish  line. 

Three-Legged  Race  (27) 

No  equipment  needed  other  than  the  belts  of  the  competing  players. 
The  competitors  on  the  team  are  grouped  in  pairs.  Team-mates 
stand  opposite  each  other  and  have  their  inside  legs  strapped  to¬ 
gether  just  above  the  ankle  with  one  belt  and  above  the  knee  with 
the  other.  Their  inside  arms  are  placed  around  the  back  of  their 
team-mate.  The  race  is  run  in  this  fashion.  When  the  first  pair 
returns  from  the  distance  line  they  tag  off  the  second  and  the  second 
tags  off  the  third,  etc. 

HI.  STUNTS 

STUNT  ATHLETIC  MEET 

One  Hundred  Yard  Dash  (1) 

A  s  many  pieces  of  string  are  tacked  to  the  wall ,  four  feet ,  eight  inches 
above  the  ground  and  about  two  feet  apart ,  at  one  end  of  the  stage  or  room , 
as  there  are  competitors.  The  string  to  be  twelve  feet  long.  The 
contestants  take  the  end  of  the  string  in  their  mouths  and  line  up 
facing  the  point  where  their  string  is  tacked.  At  the  word,  “GO,” 
without  the  use  of  hands,  they  gather  the  string  into  their  mouths 
until  all  the  string  has  been  taken  into  the  mouth  and  the  end  attached 
to  the  wall  is  reached.  The  string  must  be  kept  taut  at  all  times. 

16-Pound  Shot  Put  (2) 

An  inflated  paper  bag  is  put  for  distance,  as  though  it  were  a  shot, 
from  the  shoulder. 


400 


HANDBOOK  FOR  COMRADES 


Potato  Race  (3) 

A  potato  or  some  similar  object  is  placed  at  the  starting  line.  The 
race  consists  of  pushing  same  with  the  nose  to  a  certain  point  and 
back  across  the  starting  line. 

Newspaper  Race  (4) 

Contestants  line  up  upon  a  starting  line  with  a  newspaper  folded 
in  quarter  size  under  each  foot.  Each  at  the  signal  to  start,  lifts 
up  one  foot,  and  balancing  on  the  other  without  touching  the  floor 
slides  the  paper  forward  with  his  hand.  He  then  brings  one  foot 
down  upon  it,  claps  his  hands  above  his  head  and  lifts  the  other 
from  its  paper,  which  he  moves  forward  with  his  hand.  The  foot 
supporting  the  body  must  rest  upon  the  paper  and  the  hands  must 
be  clapped  above  the  head  between  each  step.  The  race  continues 
for  a  distance  of  about  25  yards. 

Driving  Contest  (5) 

Equipment  Needed:  Hammer  and  ten  nails  to  each  man.  Plank 
4  x  4,  6  or  8  feet  long.  Two  or  three  men  strive  to  see  who  can  drive 
his  nails  first.  Each  man  drives  his  nails  into  the  same  plank  at  the 
same  time.  This  is  very  difficult,  as  the  blows  are  not  struck  at  the 
same  time  and  the  plank  will  be  very  unsteady,  and  one  is  liable  to 
wallop  his  fingers.  At  any  rate,  he  will  miss  many  strokes. 

Blindfold  Race  (6) 

Contestants  are  blindfolded  and  after  being  spun  about  several 
times,  start  on  the  race  which  is  to  the  other  end  of  the  room  and 
back. 

Soaped  Pole  Climb  (7) 

Climbing  a  greased  or  soaped  pole  for  prizes  at  the  top. 

Bottle  Balance  (8) 

Contestant  sits  with  his  legs  extended  upon  a  large  bottle  or  jug, 
lying  upon  its  side.  The  right  heel  is  placed  on  top  of  the  left  toe. 
A  box  of  safety  matches  and  a  candle  are  handed  each  contestant, 
who  endeavors  to  maintain  his  balance  and  light  the  candle. 

Shoe  Race  (9) 

Shoes  of  contestants  are  thrown  into  a  barrel.  The  contestants 
draw  up  behind  a  given  line.  At  a  signal  they  rush  to  the  barrel 
and  endeavor  to  find  their  own  shoes.  They  are  allowed  to  throw 
any  shoes  not  their  own  as  they  will.  As  soon  as  they  find  their  own 


GROUP  AND  MASS  GAMES 


401 

they  must  report  back  with  the  shoes  properly  on  to  the  judge.  The 
one  first  doing  so  wins. 

Sack  Chase  (10) 

Equipment  Needed:  Two  sacks.  The  players  get  into  the  sacks, 
which  are  tied  under  their  arms,  and  take  positions  in  opposite 
corners  of  the  ring.  They  lie  on  the  floor  on  their  backs  and  wait 
for  the  command,  “Go.”  Upon  receiving  the  command,  they  jump 
to  their  feet  and  run  around  the  ring,  to  the  right,  and  keep  going 
until  one  man  overtakes  the  other.  Note.  This  is  the  old  sack  race 
confined  to  a  boxing  ring. 

Peanut  Relay  (11) 

Equipment  Needed:  A  flat  stick  like  a  shingle  or  a  spoon  and  a 
peanut  for  each  competing  team.  Competitors  must  race  across 
finish  line  and  back,  balancing  the  peanut  on  the  stick  or  spoon. 
The  stick  and  peanut  are  transferred  to  the  next  man  in  the  column 
behind  the  starting  line  and  the  race  continues. 


Bat  Kicking  Stunt  (12) 

Equipment  Needed:  Slippery  floor ,  baseball  bat.  The  player, 
toeing  a  certain  mark,  holds  the  bat  in  his  left  hand,  placing  the  end 
on  the  floor  close  to  his  left  instep. 

The  object  of  the  game  is  to  kick  the  bat  for  distance,  marking 
distance  on  the  floor.  The  bat  must  be  kicked  by  the  right  toe 
from  in  back,  the  right  foot  swinging  past  the  left  heel  on  the  outside. 
If  the  contestant  is  standing  on  a  slippery  floor  watch  for  a  fall, 
as  the  player  will  kick  his  left  foot  from  under  him. 


Pillow  Fight  on  Pole  (13) 

A  pole  at  least  ten  feet  long  is 
placed  across  wooden  horses,  four 
feet  above  the  floor  or  ground.  The 
opponents  straddle  pole  armed 
with  pillows  and  endeavor  to  dis¬ 
lodge  each  other  by  hitting  with 
pillows. 

Hello,  Mike  (14) 

Equipment  Needed:  Boxing 

gloves.  Two  blindfolded  opponents 
lie  upon  floor  face  down  with  their 
heads  toward  each  other  and  about 
a  foot  apart.  They  reach  above  their  heads  with  their  left  arms, 
grasping  hands.  Their  right  hands  are  covered  with  boxing  gloves. 


Pillow  Fight 


402 


HANDBOOK  FOR  COMRADES 


Number  one  says,  “Hello,  Mike,  are  you  there?”  Number  two  is 
required  to  answer,  “I  am,”  trying  to  deceive  his  opponent  as  to 
location.  Number  one  takes  one  swing  with  his  gloved  hand  at 
the  point  where  the  voice  comes  from.  Number  two  then  asks 
the  question  and  the  game  continues. 

Cracker  Eating  Contest  (15) 

Five  crackers  are  given  each  contestant.  At  the  signal  to  start 
he  begins  eating  same.  The  one  who  consumes  the  five  and  is  able 
to  whistle  first  wins  the  event.  (Melon  Eating.) 

Weight  Guessing  (16) 

The  object  of  the  game  is  to  make  a  guess  at  the  weight  of  some 
man  in  the  audience  or  crowd.  Post  five  or  six  men  to  paddle  the 
man  being  weighed  when  on  the  weigher’s  back.  The  weigher, 
picking  his  victim,  feels  of  his  legs  and  his  arms  and  then  says  he 
can  guess  within  three  pounds  of  the  man’s  weight.  If  the  man  per¬ 
mits,  the  weigher  steps  in  front  of  the  victim,  taking  his  two  arms 
over  his  shoulders,  and  bending  forward,  lifts  the  man,  raising  his 
feet  off  the  ground,  saying,  “You  weigh  about,”  the  word  “about” 
being  the  cue  for  the  five  or  six  men  posted  to  start  paddling  his 
stern. 

The  Ghost  (17) 

The  individual  who  puts  on  the  stunt  calls  for  eight  or  more 
volunteers.  He  arranges  them  in  a  straight  line,  elbow  to  elbow,  as 
close  together  as  possible,  and  takes  his  place  at  the  left  of  the  line. 
Addressing  the  one  who  stands  at  his  right  he  says,  “Last  night  I  saw 
a  ghost  at  my  house.”  The  one  addressed  replies.  “Is  that  so? 
What  did  he  do?”  The  leader  then  sticks  his  right  arm  straight  out 
in  front  of  him.  The  one  next  to  the  leader  then  turns  and  ad¬ 
dresses  the  individual  at  his  right,  making  the  same  statement  regard¬ 
ing  a  ghost  at  his  house  last  night,  and  when  the  individual  replies 
asking  what  he  did,  the  informer  sticks  out  his  right  arm,  as  did 
the  leader.  The  question,  answer  and  performance  are  passed 
down  the  line.  This  results  in  every  man  in  the  line  having  his  right 
arm  sticking  straight  out  before  him.  With  the  arm  in  this  position 
the  leader  again  makes  the  statement  that  he  saw  a  ghost  in  his 
house  last  night.  The  one  at  his  right  asks  what  he  did,  as  before. 
The  leader  replies  that  he  did  this — and  sticks  out  his  left  arm. 
This  is  repeated  until  all  have  both  left  and  right  arms  projecting 
in  front.  Starting  at  the  head  of  the  line  the  leader  then  makes  the 
statement  and  illustrates  what  the  ghost  did  by  assuming  a  squatting 
position,  leaving  both  arms  out  in  front.  When  the  whole  line  has 
assumed  this  squatting  position  after  the  regular  question  is  asked, 
the  leader  starts  again,  this  time  sticking  one  leg  out  in  front, 
clear  off  the  floor.  After  the  question  has  been  passed  down  the  line, 


GROUP  AND  MASS  GAMES 


403 


the  individuals  are  all  balancing  themselves  on  one  leg,  with  the 
other  leg  and  both  arms  projecting  before.  The  leader  by  giving  a 
slight  shove  overbalances  the  group  and  a  pile  results. 

Lifting  Seven  Men  (18) 

This  i&  a  frame-up  and  should  be  used  particularly  to  take  care  of 
fresh  individuals  in  the  camp.  Some  fellow  boastfully  says  he  can 
lift  seven  men  in  the  hearing  of  the  fresh  one.  He,  of  course,  argues 
the  point  immediately.  A  strong  man  then  performs  the  feat  as 
follows:  He  lies  down  on  his  back.  Six  other  men  who  are  in  on  the 
trick  sit  with  their  legs  across  his  body.  The  fresh  one  is  then  invited 
to  be  the  seventh  man  to  be  lifted  and  is  asked  to  lie  face  down 
lengthwise  across  the  knees  of  the  six  others,  his  head  and  shoulders 
being  near  the  head  and  shoulders  of  the  strong  man  who  assists  in 
holding  him  in  this  position  while  the  six  others  administer  the 
paddling. 

Pie  Eating  Contest  (19) 

Equipment  needed:  Four  nice  juicy  blueberry  pies.  Eight  men. 
The  pies  are  cut  in  half,  being  placed  in  a  tin  plate,  and  placed  on  the 
table  or  floor.  If  on  the  floor  the  men  kneel.  The  contestants’ 
hands  must  be  tied  behind  them.  The  object  of  the  game  is  to  see 
which  man  can  eat  his  pie  the  quickest.  He  must  do  this  without 
the  aid  of  his  hands,  and  must  not  be  allowed  to  push  pie  out  of  pan. 
Upon  licking  the  plate  clean,  he  picks  up  the  plate  in  his  teeth.  The 
first  man  doing  this  wins.  Note.  This  is  a  great  stunt  with  which  to 
finish  up  a  stunt  night. 

Can  and  Glove  Boxing  (20) 

Opponents  are  armed  with  a  can  containing  pebbles  in  their  right 
hand  and  a  boxing  glove  on  their  left.  Both  are  blindfolded.  They 
rattle  continuously,  endeavoring  to  locate  each  other  by  sound 
in  order  to  land  blow  with  glove  hand. 

Barrel  Boxing  (21) 

Secure  two  large  barrels,  extracting  projecting  nails.  Place 
opponents  inside  of  same  and  have  them  box.  Note.  A  potato  sack 
can  be  used  as  a  substitute  for  barrels  in  this  event. 

Hot  Hand  (22) 

One  man  who  is  “it”  bends  foward,  placing  his  hands  on  his  knees 
The  other  players  gather  behind  him  and  swat  him  with  the  palms  of 
their  hands.  If  he  guesses  the  one  who  hits  him  that  one  must  take 
his  place. 


4°4 


HANDBOOK  FOR  COMRADES 


DUAL  STRENGTH  TEST 

Large  groups  can  be  divided  into  equal  smaller  groups  and  compete 
in  the  following  events  to  good  advantage.  These  events  can  also  be 
used  successfully  as  events  for  stunt  night  programs.  Have  the 
winner  challenge  anyone  in  the  audience. 


Hand  Wrestling  (i) 

The  wrestlers  stand  with  right  foot 
advanced  clasping  right  hands.  The  ob¬ 
ject  is  to  make  opponent  move  a  foot  from 
his  position  on  the  ground.  This  consti¬ 
tutes  a  throw. 

Toe  Wrestling  (2) 

The  wrestlers  are  seated  on  the  ground 
facing  each  other’s  knees.  A  stick  is 
placed  between  the  arms  and  knees  while 
in  this  position.  The  object  is  to  get  the 
toes  under  those  of  the  opponent  and  roll 
him  over  backwards.  If  either  wrestler 
breaks  his  handclasp  about  the  knees  it 
constitutes  a  victory  for  his  opponent. 

Indian  Wrestling  (3) 

The  wrestlers  lie  upon  backs  side  by  side 
with  arms  locked,  legs  extended  in  opposite 
directions.  The  right  legs  are  raised  and 
lowered  twice.  At  the  third  raising  they 
lock  legs  together  and  each  endeavors  to 
bring  his  opponent’s  leg  down  to  the 
ground,  thereby  turning  him  upon  his  face. 

Twist  Stick  (4) 

Two  grasp  a  gun  or  broomhandle  high 
above  their  heads.  At  the  word  to  go  the 
stick  must  be  brought  down  between 
them,  thereby  twisting  within  the  hands  of 
one  of  the  players.  This  can  be  done  with¬ 
out  stick  by  having  opponents  grasp  hands 
above  head,  fingers  between  fingers. 

Pull  Stick  (5) 

Two  sit  upon  the  floor,  toes  against 
toes.  They  grasp  a  broomhandle  be¬ 
tween  them,  and  at  the  signal  each  tries  to 
pull  the  other  up  off  the  floor.  Can  be  used 
without  stick  by  opponents  grasping 
hands,  using  the  hook  grasp. 


Twist  Stick 


GROUP  AND  MASS  GAMES 


405 


Rooster  Fight  (6) 

A  circle  four  feet  in  diameter  is  drawn  upon  the 
floor  or  ground.  Two  players  standing  on  one  leg, 
both  hands  grasping  the  other  foot  behind  their 
backs,  endeavor  to  make  the  other  step  outside  of 
the  ring  or  break  his  clasp  upon  the  upheld  foot,  by 
shouldering  each  other. 

Knocking  Off  Hat  (7) 

Two,  by  sparring  together  endeavor  to  knock  off 
the  opponent’s  hat.  Rooster  Fight 

Dog  Fight  (8) 

Two  place  themselves  on  hands  and  knees  facing  each  other  about 
three  feet  apart.  Their  leather  belts  are  linked  together.  The 
linked  belts  are  thrown  over  their  heads.  The  players  must  keep 
heads  up  and  back.  At  the  word  “Go,”  the  players  pull  against  each 
other  until  one  of  them  is  pulled  across  the  line  three  feet  back  from 
where  the  players  started,  or  until  his  head  is  pulled  forward  thereby 
releasing  the  strap. 


Elbow  Wrestling  (9) 

A  table  or  some  flat  surface  is  necessary  for  this  event.  The 
opponents  stand  on  opposite  sides  of  the  table  placing  the  right 
elbows  together  on  same.  They  clasp  hands  and  endeavor  to  push 
the  back  of  the  hand  of  the  opponent  down  to  the  table  without 
lifting  the  elbow. 


Harlequin  Wrestle  (10) 

Each  contestant  stands  on  one  leg,  one  leg  and  arm  swinging  free. 
They  grasp  right  hands  and  each  tries  to  make  the  other  lower  his 
upraised  foot  to  the  ground,  or  touch  the  floor  with  his  free  hand. 
Losing  balance  or  touching  floor  with  free  hand  or  foot  constitutes  a 
fall.  A  fall  may  be  produced  only  with  the  engaged  hand. 


La  Savate  (n) 

Two  contestants  fold  arms,  hop  on  one  foot  until  within  touching 
distance  with  their  free  feet,  when  by  feinting  or  tapping  with  the 
free  foot  each  tries  to  cause  the  opponent  to  lose  his  balance  and 
touch  floor  with  free  foot.  (From  the  French  boxing  contests  where 
the  feet  are  used.) 


406 


handbook:  for  comrades 


Hand  Slap  Wrestle  (12) 

Same  formation  as  above. 
Players  stand  about  two  feet 
apart  with  each  player’s  feet 
in  a  line,  toe  and  heel  touching, 
left  arm  placed  behind  back, 
right  arm  swinging  free  in 
front.  The  player,  by  strik¬ 
ing,  feinting,  or  evading  tries 
to  cause  his  opponent  to  lose 

„  ,  „„  ,  ,  his  balance.  This  constitutes 

Hand  Slap  Wrestle  a  fall.  The  fallen  player’s 

place  is  taken  by  another  player  from  his  own  team.  This  continues 
until  all  of  one  team  have  been  thrown.  The  team  wins  which  has  the 
last  boy  standing. 


APPENDIX 


HISTORICAL  STATEMENT 
Edgar  M.  Robinson 

Senior  Secretary  of  Boys'  Work  Division,  International  Committee 
of  Young  Men's  Christian  Associations 

One  of  the  outstanding  characteristics  in  the  organization  of 
the  Young  Men’s  Christian  Association  has  been  the  emphasis 
placed  upon  the  local  autonomy  and  independence  of  each 
individual  Association. 

The  supervising  committees  have  been  created  by  the  local 
Associations  in  convention  assembled,  and  continued  to  operate 
under  the  instruction  of  such  conventions.  This  complete  liberty 
and  responsibility  of  each  local  unit  has  had  much  to  do  with  the 
development  of  the  almost  endless  varieties  of  Association 
effort.  No  set  pattern  or  program  has  been  handed  down  from  a 
central  authority,  but  the  fundamental  ideals  of  the  Association 
have  been  preserved,  notwithstanding  this.  While  the  Associa¬ 
tion  movement  as  a  whole  has  lacked  uniformity,  it  has  not  lacked 
unity. 

To  introduce  a  standardized,  graded  program  into  an  organiza¬ 
tion  with  such  history  and  traditions  would  be  quite  impossible, 
were  it  not  for  the  almost  unanimous  consciousness  of  need  and 
desire  for  something  of  this  kind.  Local  Associations  which  were 
acutely  conscious  of  how  “peculiar”  their  fields  were,  and  how 
much  they  differed  from  other  Association  fields,  also  became 
increasingly  conscious  of  the  number  of  problems  that  were 
identical  in  every  field.  While  Associations  justly  resent  any 
movement  which  would  tend  to  deprive  them  of  their  individu¬ 
ality,  they  eagerly  welcome  any  plan  which  is  the  result  of 
“pooled”  experience  and  which  helps  them  in  their  common 
problems.  + 

Many  years  ago  it  was  found,  through  physical  department 
activities,  that  boys  took  pride  in  their  records  of  achievement 
and  would  work  diligently  to  measure  up  to  some  set  standard 
or  requirement  in  order  to  receive  the  recognition.  Gradually 


4io 


HANDBOOK  FOR  COMRADES 


this  idea  of  giving  boys  credits,  or  points,  or  counts,  was  intro¬ 
duced  into  other  activities  beside  the  physical.  Long  before  the 
year  1908  such  credits  were  being  given  by  various  Associations 
in  varying  ways.  One  of  the  most  elaborate  of  these  local  plans, 
however,  was  printed  in  Association  Boys  in  1908  under  the  title 
of  “The  Tuxis  System,”  which  was  devised  by  Harvey  L.  Smith, 
then  Boys’  Work  Secretary  in  the  Bedford  Branch,  Brooklyn. 
Part  of  this  plan  had  been  operated  by  Mr.  Smith  in  his  previous 
secretaryships  in  New  Haven  and  Providence.  Valuable  contri¬ 
butions  in  this  direction  were  also  made  by  John  L.  Alexander,  as 
Boys’  Work  Secretary  in  Philadelphia,  and  later  as  Superinten¬ 
dent  of  the  Secondary  Division  of  the  International  Sunday 
School  Association,  M.  D.  Crackel,  Boys’  Work  Secretary  of 
Cleveland,  and  a  number  of  others. 

The  idea  of  charting  a  boy  with  reference  to  the  activities 
in  which  he  was  undeveloped  or  over-developed,  probably 
originated  with  Walter  M.  Wood,  General  Secretary  of  Phila¬ 
delphia,  while  the  charting  plan  seems  to  have  been  first  ade¬ 
quately  developed  by  Taylor  Statten,  National  Boys’  Work 
Secretary  of  Canada.  So  many  men  at  different  times  have 
contributed  different  items,  it  is  impossible  to  record  the  credit 
that  is  due  to  each  one. 

So  rapidly  did  this  general  idea  spread  and  develop,  the 
National  Council  of  Canada  began  to  correlate  the  efforts  and 
developed  a  system  of  tests  in  1912  under  the  name  of  the  “Cana¬ 
dian  Standard  Efficiency  Tests.” 

Shortly  after  this  the  Association  of  Boys’  Work  Secretaries 
of  North  America  appointed  a  special  committee  to  develop  a 
somewhat  similar  program  for  general  use  in  the  United  States, 
and  some  valuable  work  was  done.  In  May,  1916,  the  Inter¬ 
national  Committee  was;  requested  to  become  responsible  for  the 
development  of  this  program,  the  National  Council  of  Canada 
having  graciously  granted  the  Committee  the  use  of  any  of  its 
copyrighted  material  in  connection  with  the  Canadian  tests. 

A  committee  of  fifteen  was  called  together,  representing 
the  Religious  Education  Association,  the  Federal  Council  of 
Churches  of  Christ  in  America,  the  International  Sunday  School 
Association,  the  Sunday  School  Council  of  Evangelical  Denomin¬ 
ations,  and  the  International  Committee  of  Young  Men’s 


HISTORICAL  STATEMENT 


411 

Christian  Associations,  to  discover  if  an  American  Standard 
Program  for  boys  could  be  jointly  developed  and  promoted.  The 
American  Standard  Program  as  then  developed  was  offered  to 
this  committee  by  the  International  Committee  of  Young  Men’s 
Christian  Associations,  with  the  hope  that  each  of  the  other 
bodies  would  make  similar  contribution  to  a  joint  program. 

Several  meetings  of  this  Commission  were  held,  but  a  number 
of  difficulties  presented  themselves  which  prevented  unanimous 
and  joint  action,  so  on  September  28,  1917,  the  following  resolu¬ 
tion  was  passed : 

Whereas  the  Commission  on  Religious  Education  of  the  Religious 
Education  Association  is  engaged  upon  an  investigation  similar  to 
that  undertaken  by  the  Commission  on  the  Standard  Program  of 
Boys’  Work,  therefore,  be  it  resolved  that  the  Commission  suspend 
operation  for  the  present.  Second,  that  the  Chairman  of  the  Com¬ 
mission  be  authorized  to  convene  the  Commission  at  any  convenient 
time,  upon  the  request  of  the  representatives  of  any  constituent 
body.  Third,  that  pending  definite  action  by  the  Commission,  each 
constituent  body  will  be  at  liberty  to  conduct  independent  investi¬ 
gation  and  experimentation  in  its  direction. 

Following  this  resolution,  the  International  Committee  again 
resumed  its  work  with  the  program  and  printed  a  second  proof 
edition  in  which  the  form  of  the  material  was  changed  while  the 
content  remained  the  same. 

A  thorough  revision  was  then  undertaken  by  members  of  the 
International  Boys’  Work  Staff  and  by  scores  of  State  and 
Local  Boys’  Work  Secretaries  and  others.  Through  corre¬ 
spondence  and  by  conferences,  gradually  there  was  built  up  an 
elaborate  program,  which  was  submitted  to  a  general  conference 
of  Association  men  in  Atlantic  City'in  December,  1918,  and  to  a 
conference  of  boys’  work  men  in  Chicago  the  same  month.  Still 
further  revisions  resulted.  Dr.  Sidney  A.  Weston  and  Professor 
E.  P.  St.  John  gave  much  valuable  time  and  many  helpful  sugges¬ 
tions,  especially  in  connection  with  parts  of  the  program  for 
Comrades,  in  adapting  the  material  for  use  with  the  Sunday 
school  program  for  boys  of  this  age.  Other  recognized  leaders 
in  the  field  of  religious  education  had  already  been  consulted,  and 
had  given  helpful  and  constructive  criticism.  The  program  as  it 


412 


HANDBOOK  FOR  COMRADES 


stands  today  is  the  product  of  many  men  of  recognized  ability 
and  experience. 

With  the  full  consciousness  that  any  program  of  this  character 
must  be  tested  out  in  the  laboratory  of  experience,  and  that  as 
large  volumes  of  experience  are  pooled  changes,  additions,  and 
modifications  of  the  program  may  seem  wise  from  time  to  timef 
nevertheless  this  program  is  recommended  in  its  present  form 
by  men  who  have  given  careful  thought  to  the  matter  and  who 
have  had  years  of  experience  in  practical  boys’  work,  and  by 
men  of  recognized  ability  in  the  field  of  religious  education,  as 
the  best  all-round  graded  program  of  religious  education  yet 
devised  for  boys,  and  it  is  hoped  that  it  will  be  found  sufficiently 
rigid  and  yet  sufficiently  elastic  to  constitute  the  minimum  pro¬ 
gram  which  will  be  used  and  recommended  by  the  Young  Men’s 
Christian  Associations  and  other  organizations  which  desire  it 
throughout  the  country. 


INSIGNIA  AND  REGISTRATION 


Classes  of  Insignia 

A  very  simple  insignia  has  been  devised  for  the  entire  Program. 
It  may  or  may  not  be  used,  just  as  the  individual  group  may 
determine.  Every  effort  has  been  made  to  make  it  inexpensive, 
yet  effective  and  attractive. 


Regulation  Pins  and  Watch  Fobs 

The  regulation  pins  and  watch  fobs  may  be  obtained  in  a  vari¬ 
ety  of  types  and  sizes;  for  the  official  design  see  illustration. 
(Price  list  furnished  upon  application.) 


PIONEERS 


COMRADES 


LEADERS 


These  pins  have  been  designed  to  show  simply  that  the  wearer 
is  actually  identified  with  the  all-round  Program  of  development 
and  to  show  which  particular  group  of  the  Program  he  is  taking. 
The  Leader's  pin  for  both  Pioneer  and  Comrade  groups  is  the 
same. 

The  Sweater  Emblem 

A  more  elaborate  emblem  has  been  devised  for  the  sweater. 
(See  the  complete  emblem  in  the  illustration.) 

The  Swiss  cross  is  chosen  as  the  symbol  of  fourfold  develop¬ 
ment.  The  circle  suggests  complete  living.  Each  arm  of  the 
cross  is  taken  to  represent  one  phase  of  development:  top  (No. 
i),  the  Intellectual  Training  Program;  left  (No.  2),  the  Physical 
Training  Program;  lower  (No.  3),  the  Devotional  Training 
Program;  right  (No.  4),  the  Service  Training  Program.  An 


4  H 


HANDBOOK  FOR  COMRADES 


emblem  suggestive  of  each  side  of  the  program  has  been  devised 
and  may  be  earned  by  the  boy  in  any  one  of  three  colors,  red, 
white,  or  blue.  If  the  boy  averages  fifty  per  cent  or  below  in 
any  one  of  the  standards  at  his  initial  charting  interview,  he  must 
wear  a  red  emblem,  but  if  he  averages  above  fifty  per  cent  and 
under  seventy-five  per  cent,  he  must  wear  a  white  emblem.  If, 


SERVICE 
RECOGNITION 


>  PHYSICAL 
TRAINING 


1  S.T  YEAR  rjzd 
2^  YEAR  wjtztb 
3“  YEAR  mins 


INTELLECTUAL  j 


TRAINING 


SERVICE  A 
TRAINING" 


DEVOTIONAL 
TRAINING 


on  the  other  hand,  his  average  in  any  one  of  the  four  standards  is 
above  seventy-five  per  cent  as  shown  by  the  interview,  he  is 
entitled  to  wear  the  blue  emblem ;  thus  his  built-up  insignia  shows 
his  standing. 

Both  Pioneers  and  Comrades  have  three  one-year  programs 
of  activity.  The  silk  cords  (see  illustration)  about  the  basic 
circle  of  the  insignia  are  to  represent  these  years  of  work.  A  boy 
taking  the  first  year’s  work  in  either  group  will  add  the  first  or 
red  cord ;  when  he  passes  into  the  second  year’s  work,  he  will  add 
the  second,  or  white  cord;  when  he  passes  into  the  third  year’s 
work,  he  will  add  the  third  or  blue  cord.  Likewise  if  he  enters 
the  group  program  when  the  group  is  using  the  second  year’s 
tests,  he  will  wear  on  his  insignia  only  the  white  cord  instead  of 
the  red  and  white,  or  in  the  third  year,  only  the  blue  cord, 
instead  of  the  red,  white,  and  blue. 


INSIGNIA  AND  REGISTRATION 


415 


The  Service  Recognition  Insignia 

The  very  soul  of  the  Program  is  service,  consequently  the 
center  of  the  insignia  is  reserved  for  the  Service  Recognition 
numerals.  (For  full  explanation  of  the  Service  Recognition 
plan  see  Chapter  VI,  this  manual.) 

The  Service  Recognition  emblems  are  made  bearing  heavy 
numerals.  The  numeral  worn  by  any  boy  shows  the  total  number 
of  Service  Recognitions  that  he  has  been  awarded,  without 
regard  to  the  particular  type  of  service  rendered.  This  method 
is  used  to  overcome  the  undesirability  of  rewarding  in  any  way 
for  service.  As  the  boy  develops  the  service  side  of  his  life  to  the 
maximum,  he  changes  the  numeral  from  1  up  to  a  possible  6. 
The  Leader  of  a  group  should  have  on  hand  a  supply  of  Service 
Recognition  emblems  of  the  various  numerals  so  that  the  changes 
may  be  made  quickly  either  by  exchange  or  by  supplying  addi¬ 
tional  emblems. 

Difference  of  Insignia  for  Pioneers  and  Comrades. 

The  only  difference  between  the  insignia  for  Pioneers  and 
Comrades  is  that  the  basic  circle  used  in  Pioneer  insignia  is  black 
in  color,  while  the  basic  circle  for  the  Comrades  is  tan  in  color. 
Each  boy  should  be  encouraged  to  keep  all  pieces  of  insignia 
earned,  dating  each  piece,  but  should  wear  only  such  as  show  the 
result  of  his  latest  interview  and  charting. 

A  Suggestive  Group  Insignia 

It  will  be  easily  understood  how  in  exactly  the  same  way  an 
accurate  insignia  for  any  group  may  be  built  up,  showing  the 
Intellectual,  Physical,  Devotional,  and  Service  standing  of  the 
group  as  a  whole.  The  Service  Recognition  numeral  of  the  group 
would  then,  of  course,  be  the  total  of  the  individual  Service 
Recognition  numerals  of  all  members  of  the  group.  A  new  group 
insignia  should  be  made  each  year,  following  the  annual  charting 
of  all  members  in  order  to  bring  it  strictly  up  to  date.  Special 
group  insignia  of  a  large  size  can  be  secured  from  Association 
Press,  347  Madison  Avenue,  New  York  City.  Price  upon  appli¬ 
cation.  Such  an  all-round  development  pennant  would  be  very 
valuable  for  conferences,  camp,  conventions,  and  the  like,  and 


416 


HANDBOOK  FOR  COMRADES 


its  proper  display  would  greatly  stimulate  the  use  of  the  Program 
by  other  groups. 

Other  Insignia 

In  addition  to  the  regular  official  insignia  a  group  may  adopt 
for  local  use  any  additional  uniform  or  insignia — such  as  colored 
caps,  sweaters,  and  so  forth — that  it  cares  to. 

Local  Organization  and  Administration 

It  should  be  constantly  borne  in  mind  that  this  entire  plan  of 
graded  material  is  essentially  a  program  and  not  a  new  organiza¬ 
tion  for  boys.  Consequently,  the  organization  and  administra¬ 
tive  features  have  been  kept  as  simple  as  possible;  every  stum¬ 
bling  block  and  obstacle  to  local  initiative  and  control  has  been 
eliminated;  on  the  other  hand,  if  national  recognition  is  to  be 
given,  the  national  awards  and  insignia  must  be  reasonably  pro¬ 
tected.  The  following  very  simple  plan  has  been  devised  for 
present  use.  What  the  future  may  hold  no  one  can  at  this  time 
determine. 

Creating  a  Local  Cooperative  Committee 

For  the  time  being,  pending  possible  revisions  or  new  coopera¬ 
tive  relationships,  a  local  Cooperative  Committee  shall  be  com¬ 
posed  of  at  least  three  men,  officially  designated  from  and  ade¬ 
quately  representing  the  evangelical  churches  and  interests 
(including  the  Young  Men’s  Christian  Association). 

(Where  there  is  no  local  Y.  M.  C.  A.,  a  representative  of  the 
County  or  State  Committee  should  be  made  a  member  of  this 
local  committee.) 

This  committee  shall  apply  for  official  registration  at  the  near¬ 
est  of  the  regional  offices  named  below.  The  fee  for  registering 
each  local  Cooperative  Committee  is  one  dollar. 

The  following  are  the  present  regional  offices  of  the  Interna¬ 
tional  Committee: 

Eastern.  International  Boys’  Division,  347  Madison  Avenue, 
New  York,  N.  Y. 

Central.  International  Boys’  Division,  Room  1500,  19  South 
La  Salle  Street,  Chicago,  Ill. 


INSIGNIA  AND  REGISTRATION 


417 

Western.  International  Hoys’  Division,  229  Association  Build¬ 
ing,  Denver,  Colo. 

Southern.  International  Boys’  Division,  1610  Candler  Building, 
Atlanta,  Ga. 

Registering  Leaders 

Leaders  can  only  be  registered  through  a  local  Cooperative 
Committee. 

The  local  Cooperative  Committee  shall  forward  to  the  nearest 
regional  office  of  the  International  Committee  a  properly  filled 
out  Leader's  Registration  Blank,  and  the  sum  of  one  dollar  for  each 
Leader  it  registers,  to  cover  costs  of  registration. 

The  registration  of  Leaders  shall  be  for  the  calendar  year  only, 
a  re-registration  of  all  Leaders  being  required  each  year. 

Securing  Insignia 

National  insignia  may  be  secured  from  Association  Press,  347 
Madison  Avenue,  New  York  City,  or  from  any  one  of  its  official 
repositories  (cash  with  order — price  list  and  information  upon 
application)  upon  the  presentation  of  suitable  identification  as  a 
registered  Leader.  (Printed  order  blanks  and  identification  slips 
will  be  supplied  each  local  Cooperative  Committee  upon  regis¬ 
tration.) 

Cooperation  with  State  Committees 

The  regional  offices  shall  file  with  each  state  office  early  record 
of  all  registrations  of  local  Cooperative  Committees  and  Leaders 
within  their  several  states,  and  such  other  facts  and  information 
as  may  be  valuable  to  any  given  state  in  adequately  promoting 
the  best  interests  of  the  Program. 

How  to  Organize  Locally 

Create  a  local  Cooperative  Committee.  Get  in  touch  person¬ 
ally  or  by  correspondence  with  your  local  or  nearest  supervisory 
office  of  the  Y.  M.  C.  A.  (see  list  of  state  offices  below)  and 
request  that  a  representative  meet  with  your  newly  created 
committee  to  talk  over  the  whole  matter  of  organization  and 
promotion.  This  representative  will  come  prepared  to  explain 
fully  the  Program  and  its  objectives. 


418 


HANDBOOK  FOR  COMRADES 


Next,  select  the  Leaders  for  the  various  groups  that  are  to  use 
the  Program  and  register  them  at  the  nearest  regional  office  upon 
regular  Leader's  Registration  Blanks  that  will  be  supplied  upon 
request. 

Next,  take  steps,  under  the  direction  of  the  Y.  M.  C.  A.  repre¬ 
sentative  or  other  qualified  party,  to  train  adequately  your 
registered  Leaders.  Not  only  the  content  but  the  objects  and 
purposes  of  the  Program  should  be  well  understood  by  each 
Leader  before  he  attempts  to  use  it  with  a  group  of  boys.  This 
training  will,  of  course,  include  a  thorough  reading  of  both  the 
boys’  handbook  and  the  Leader’s  manual  to  be  used.  If  you 
have  questions  or  wish  further  information  that  you  cannot  get 
locally,  write  either  your  state  or  regional  office.  Bulletins  and 
printed  matter,  bearing  on  the  Program,  also  order  blanks  for 
supplies,  samples  of  various  records,  etc.,  will  be  mailed  each 
Leader  upon  registration. 

Too  great  stress  cannot  be  laid  upon  the  absolute  necessity  of 
adequately  training  leadership.  Under  all  circumstances  avoid 
beginning  the  Program  with  any  group  for  which  you  cannot 
supply  a  reasonably  trained  Leader.  Avoid  widespread  promo¬ 
tion  for  which  you  are  not  prepared.  The  Program  is  not  a  new 
collection  of  entertaining  stunts  but  a  program  of  character 
building,  dealing  with  the  fundamentals  of  boy  life.  Plan  care¬ 
fully  and  thoroughly.  Hasty  and  superficial  organization  means 
ultimate  failure.  Seek  counsel.  Study  the  manuals.  Then 
proceed,  determined  to  succeed. 


State  Committees  of  Young  Men's  Christian  Associations 


(Address  correspondence  to  Boys’  Division) 


Alabama 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District  of  Col. 

Florida 


526  North  20th  Street,  Birmingham 
71 1  Caples  Bldg.,  El  Paso,  Texas 
603  A.  O.  U.  W.  Bldg.,  Little  Rock 
325  First  Nat’l  Bank  Bldg.,  San  Francisco 
25  East  1 6th  Avenue,  Denver 
177  Church  Street,  New  Haven 
20  West  Franklin  Street,  Baltimore,  Md. 
20  West  Franklin  Street,  Baltimore,  Md. 
Y.  M.  C.  A.,  Jacksonville 


INSIGNIA  AND  REGISTRATION 


419 


Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

New  Hampshire 

New  Jersey 

New  Mexico 

New  York 

North  Carolina 

North  Dakota 

Ohio 

Oklahoma 
Oregon 
Pennsylvania 
Rhode  Island 
South  Carolina 
South  Dakota 
Tennessee 
Texas 

Western  Texas 

Vermont 

Virginia 

Washington 

West  Virginia 

Wisconsin 

Hawaii 


1602  Candler  Bldg.,  Atlanta 
195  Sixth  Street,  Portland,  Ore. 

19  South  La  Salle  Street,  Chicago 
615  Majestic  Bldg.,  Indianapolis 
807  S.  and  L.  Bldg.,  Des  Moines 
613  New  England  Bldg.,  Topeka 
221  West  Broadway,  Louisville 

509  Maison-Blanche  Annex,  New  Orleans 
Savings  Bank  Bldg.,  Waterville 

20  West  Franklin  Street,  Baltimore 
167  Tremont  Street,  Boston 

Adams  Avenue  and  Witherell  Street,  Detroit 

30  South  Ninth  Street,  Minneapolis 

Daniels  Bldg.,  Jackson 

1 14  North  Seventh  Street,  St.  Louis 

27  Babcock  Theater  Bldg.,  Billings 

951  Omaha  Nat’l  Bank  Bldg.,  Omaha 

39  North  Main  Street,  Concord 

Room  1006,  671  Broad  Street,  Newark 

71 1  Caples  Bldg.,  El  Paso,  Texas 

2  West  45th  Street,  New  York 

350  South  Tryon  Street,  Charlotte 

Roberts  Street  and  First  Avenue,  Fargo 

36  South  Third  Street,  Columbus 

Patterson  Bldg.,  Oklahoma  City 

195  Sixth  Street,  Portland 

408  Calder  Bldg.,  Harrisburg 

167  Tremont  Street,  Boston,  Mass. 

122  Sumter  Street,  Columbia 
305  Boyce-Greeley  Block,  Sioux  Falls 
226  Seventh  Avenue,  North,  Nashville 
61 1  Sumter  Bldg.,  Dallas 
71 1  Caples  Bldg.,  El  Paso 
17 1  College  Street,  Burlington 
Chamber  of  Commerce  Bldg.,  Richmond 
Fourth  Avenue  and  Madison  Street,  Seattle 
1406  G  Street,  N.  W.,  Washington,  D.  C. 

147  Fourth  Street,  Milwaukee 
Y.  M.  C.  A.,  Honolulu 


LEADER’S  REGISTRATION  BLANK 


Name _ Age. 

City  or  Town _ 

Home  Address. _ 

Occupation _ 

State  briefly  former  boys’  work  experience: _ 


What  study  or  training  for  boys’  work  have  you  previously  had? 


Have  you  had  specific  training  for  this  Program? _ 

What  ?, _ 

By  whom  taught? _ 

Have  you  carefully  read  the  Handbook  and  Manual? _ 

To  what  local  institution  is  the  proposed  group  of  boys  attached? 

Church _ 

Y.  M.  C.  A. _ 

Club _ 


Of  what  evangelical  denomination  are  you  a  member? _ 

Name  of  church? _ 

Number  of  boys  in  proposed  group? _  Average  age? _ 

Is  your  group  an  old  organization  now  proposing  to  use  the  Program? 

Is  your  group  a  new  organization  beginning  an  all-round  program 
for  the  first  time? _ _ 


(Signature  of  applicant) 


(Certification  by  Local  Committee,  attached  to  Leader’s  Registration 
Blank.) 


To  the  Regional  Office,  ,  (Address; _ 

International  Committee 
Young  Men’s  Christian  Association. 

We  hereby  request  your  office  to  issue  Registered  Leader's  Cer¬ 
tificate  to  Mr. _ _  who,  in  our 

judgment  has  the  capacity  and  training  necessary  to  successfully 
organize  and  administer  this  all-round  program  of  character-building 
with  a  group  of  boys. 

If  this  application  is  accepted,  we,  a  regularly  organized  and 

registered  local  Cooperative  Committee,  agree  to  give  Mr. _ 

_ ’s  group  our  best  support  and  counsel 

in  the  development  and  expansion  of  the  program  to  the  end  that 
his  boys  may  be  led  into  a  definite  plan  of  all-round  Christian  living. 

Signed  by _ 

For  (Name  of  State) _ Committee  No - 

Date _ 


Received _  By _ 

Registered  Certificate  No _ issued _ (date) _ 

Memoranda  filed  with  (State)  Office _ (date) _ 

Information  packet,  sample  forms,  etc.,  mailed _ (date) 


COOPERATIVE  COMMITTEE  REGISTRATION  BLANK 


To  the  Regional  Office,  (Address  of  regional  office) 

International  Committee 

Young  Men’s  Christian  Association 

Gentlemen: 

We,  the  undersigned,  representing  the  various  evangelical  churches 
and  interests  of  request 

that  we  be  registered  as  an  official  local  Cooperative  Committee  and 
authorized  to: 

1.  Organize  and  promote  the  Program  of  Christian  Citizenship 
Training  in  this  locality. 

2.  Enlist  and  train  prospective  Leaders  for  groups. 

3.  Accept  and  submit  for  registration  local  Leaders. 

4.  Issue  and  supply,  to  such  registered  Leaders,  national  insignia, 
supplies,  and  service  recognitions. 

5.  Issue  and  sell  to  the  general  public  manuals,  handbooks,  and 
general  promotion  literature  as  it  may  develop. 

It  is  clearly  understood  by  us  that  this  Program  is  especially 
designed  for  use  of  any  party  interested  in  bringing  about  the  all¬ 
round  Christian  development  of  boys  and  will  be  administered  by  us 
with  that  end  in  view. 

We  agree  to: 

1 .  Annually  submit  a  simple  report  of  facts  and  figures  on  progress 
made  (blank  to  be  supplied). 

2.  Adapt  local  organization  and  control  so  as  best  to  meet  the  boy 
needs  of  the  whole  community. 

3.  Select,  inspire,  and  register  likely  Leaders  of  groups. 

4.  Promote  or  aid  in  formulating  adequate  plans  to  train  sufficient 
leadership  for  the  natural  growth  of  the  Program  in  the  locality. 

Signed : 

Mr. _ Representing _ 

Mr. _ Representing _ 

Mr. _ Representing _ 

(Place  additional  names  on  back  of  this  page.) 

Correspondence  and  business  matters  with  this  Committee  to  be 

taken  up  with: _ Name 

_ Address 


Received _ (date) _  By _ 

Registration  Certificate  No. _ issued _ (date) _ 

Memoranda  filed  with _ (State) _ Office _ (date) _ 

Information  packet,  sample  forms,  order  blanks,  etc.,  mailed 


STANDARD  PHYSICAL  EXAMINATION  BLANK 


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Examiner 


INDEX 


Caps  and  small  caps  indicate  chapter  headings. 
Italics  indicate  illustrations. 


Accidents  (See  Safety  First)  .  339 

Drowning  . 341 

Falls . 340 

Fires . 342 

Fires  and  Their  Prevention  342 
How  to  Put  Out  Burning 

Clothing . 342 

Poisons . 343 

Railway . 340 

What  to  Do  in  Case  of  Fire  342 
Administration  of  Program  .  416 
Affections,  Consecration  of  .  14 

Albirea  . .  213 

Alcor  . 210,  213 

All  About  the  Program  .  1 

Altair . 212 

“America”  .  . . 365 

American  Citizenship  for 

Boys . 345 

American  Flag,  History  of  .  363 

American’s  Creed . 363 

Americans  All . 89 

Bates,  Herbert  Roswell  .  .  98 

Lee,  Robert  E.  96 

Pitkin,  Horace  Tracy  .  .  94 

Riis,  Jacob . 91 

Roosevelt,  Theodore  ...  89 

Washington,  Booker  T.  .  .  99 

Aquatics . 153 

Swimming . 153 

Diving . 166 

Life  Saving . 170 

Resuscitation . 176 

Swimming  Records  .  .  .179 

Aquatics . 41 

Aquatics  Test . 42 

Aquila . 212,  215 

Arbor-vitae,  or  White  Cedar 

Tree . 239 

Arcturus . 212 

.  Art . 54 


Artificial  Aids  (Swimming)  .  161 
Artificial  Breathing  .  .  .  .177 
Artificial  Respiration  ....  334 
Arts,  Crafts,  and  Hobbies  .  .  24 

Arts,  Crafts,  and  Hobbies  Test  25 


Ash  Trees . 263,  264 

Aspen  Tree . 240 

Athletes,  Christian . 145 


Athletic  Events,  Rules  .  .  .119 
Athletic  Events  Summary  45,  117 
Athletic  Meet  Equipment  .  137 
Athletic  Meet  Officials  .  .  .  137 
Athletic  Meet  Rules  ....  136 
Athletic  Meet  Suggestions  .  134 
Athletic  Record,  Indoor  .  .  139 
Athletic  Record,  Outdoor  .  .143 
Athletic  Scoring  Tables  .  124-133 

Athletics . 42 

Athletics  Test . 44 

Athletics,  Track  and  Field  116 

Athletic  Meet . 134 

Athletic  Records  .  .  .  .139 
Christian  Athletes  .  .  .  .  145 
Grading  for  Athletic  Events  1 16 
Rules  for  Athletic  Events  .  119 
Scoring  Tables . 124 

Back  Stroke  . 165 

Balance  (Swimming)  .  .  .  .157 

Balsam  Tree . 238 

Bandages . 324 

Bandages  ....  325.  327-329 

Baseball  Throw  Equipment  .  138 

Basswood  Tree . 262 

Bates,  Herbert  Roswell  ...  98 

Bathing . 103 

“Battle  Hymn  of  Republic”  .  366 
Becket  Hitch  (Knots)  ....  208 

Beech  Trees  . 248,  252 

Bible,  Knowledge  of  ...  .  58 

Biography,  Books  of  .  .  .  .  314 


426 


HANDBOOK  FOR  COMRADES 


Birch  Trees . 246,  247 

Birds  . 216 

Bill . 219 

Bluebird . 220 

Blue  Jay . 218 

Chickadee . 219 

Classification . 218 

Color  Variation . 219 

Flicker . 220 

Migration  . 220 

Nests  . 217,  220 

Robin . 218 

Woodpecker . 218 

Wren  . 219 

Blackwall  Hitch  (Knots)  .  .  208 

Bleeding  and  How  to  Stop  It  323 

Boat  Knot  . 207 

Books  for  Older  Boys  .  .  .312 

Books  of  Biography  .  .  .  .314 

Books  of  Character  Develop¬ 
ment  . 316 

Books  of  Fiction . 312 

Books  of  History . 315 

Books  of  Poetry  and  Drama  317 

Books  of  Romance . 313 

Books  of  Science  . 318 

Books  of  Short  Stories  .  .313 

Books  of  Travel . 316 

Books  on  Camping  .  .  189-316 

Books  on  Stars . 215 

Books  on  What  and  How  to 

Do  . 318 

Bootes . 212,  215 

Bowline  Knot . 207 

Box  Elder  Tree . 261 

Breast  Stroke . 162 

Breathing  (Swimming)  .  156,  161 

Breathing,  Artificial  .  .  .  .177 

Brink,  B.  Deane  (Aquatics)  .  153 

Broiling . 203 

Brown,  Cecil  L.  (Making  of 

Earth) . 229 

Bruises . .  332 

Buildings,  Public . 352 

Burns . 335 

Butterflies . 222 

Banded  Purple  . 222 

Cabbage  . 286 


Emperor . 224 

Monarch . 221 

Red  Admiral . 223 

YeUow  Swallowtail  ....  224 

Cabbage  Butterfly . 286 

Camp  Cooking . 198 

Camp  Duties . 187,  199 

Camp  Fires . 190 

Camp  Fires . 192 


Camp  Life  and  Recreation  184 
Camping  and  Campcraft  .  184 
Fires  and  Their  Uses  .  .  .190 
Hikes  and  Mountain  Climb¬ 


ing  . 204 

Knots . 206 

Sheltering  Lean-To  .  .  .  197 
What  and  How  to  Cook  .  198 

Camp  Shelter . 197 

Camp  Site . 184 

Campcraft . 34 

Campcraft  Test . 36 

Campfire  Broiling . 203 

Caph  . 213 

Care  of  Health . 12 

Carrying  the  Injured  .  .  .  .332 
Carrying  the  Injured  .  .  332-334 
Cassiopeia  ....  210,  213,  214 

Castor . 213 

Cedar,  or  Arbor- vitae  Tree  .  239 
Chandler,  William  Stephen  .  150 
Character  Development, .Books 

of . 316 

Chart  .  2 

Charting  Interview  ....  2 

Chasing  Games . 380 

Chestnut  Tree  . 253 

Chickens . 296 

Buff  Orpington  Hen  .  .  .  299 
Plymouth  Rock  Rooster  .  .298 
Rhode  Island  Red  Hen  .  .  297 
White  Leghorn  Hen  .  .  .  299 
White  Wyandotte  Hen  .  .  300 
Choosing  a  Life  Work  ...  78 

Choosing  a  Life  Work  Test  .  80 

Christian  Athletes . 145 

Christianity,  Story  of  ...  59 

Church  School  Loyalty  .  .  56 


INDEX 


427 


Church  School  Loyalty  Test  57 


Church  Service . 86 

Circle  Games . 371 

Citizens,  Duties  of . 358 

Citizens,  Rights  of . 354 

Citizenship . 74,  346 

Citizenship  Test . 75 

Civil  Duties  . 361 

Civil  Rights  . 355 

Classification,  Weight  .  44,  116 

Cleat  Hitch  (Knots)  ....  207 

Clothes  for  Hikes . 204 

Clove  Hiteh  (Knots)  ....  207 

Cold  Frame  (Garden)  .  .  .274 


Community  Relationships  .  71 

Community  Relationships  Test  73 


Community  Service  .  . 

.  .  87 

Compresses,  Use  of  .  . 

•  •  330 

Comrades,  Insignia  .  . 

•  •  4i5 

Comrades,  Silent.  .  . 

•  •  310 

Confidence  (Swimming) 

•  •  155 

Consecration  of  Affections  .  14 

Constellations . 

.  .  214 

Aquila . 

212, 215 

Bootes . 

212,  215 

Cassiopeia  .  .  .210, 

213,  214 

Corona  Borealis  .  .  . 

.  .  215 

Cygnus  . 

.  .  214 

Delphinus  . 

.  .  215 

Hercules . 

•  •  215 

Lyra . 

212,  214 

Orion  .  .’ . 

.  .211 

Orion . 

.  .  214 

Pegasus  . 

•  •  215 

Sagittarius . 

•  •  215 

Taurus . 

Ursa  Major . 

.  .  214 

Ursa  Minor . 

.  .  214 

Cooking  Fire . 

.  .  191 

Cooking  Receipts  .  .  . 

.  .  198 

Bacon . 

202,  203 

Beans,  Baked  .... 

•  -  203 

Cocoa . 

.  .  202 

Coffee . 

Eggs . 

Fish . 

.  .  202 

Meat,  Broiled  .... 

•  •  203 

Oatmeal . 

.  .  202 

Pancakes . .  .  200 

Potatoes . 201 

Prunes . 202 

Rice . 202 

Salmon  on  Toast  ....  202 
Sandwiches,  Toasted  Cheese  203 

Spaghetti . 202 

Cooperative  Committee,  Local  416 
Cooperative  Committee,  Reg- 

tration . 416,  422 

Coordination  (Swimming)  159-161 

Corona  Borealis . 215 

Cottonwood  Tree . 241 

Cramps,  Stomach  Ache  .  .  .337 

Creed,  American’s . 363 

Crops  . 281 

Current  History,  Trips,  and 

Lectures . 21 

Current  History,  Trips,  and 

Lectures  Test . 22 

Cutworms . 283 

Cygnus . 214 

Cypress  Tree . 238 

Daily  Program,  Camp  .  .  .188 

Dashes  (Athletics) . 134 

Delphinus . 215 

Deneb .  213 

Depression,  Conditions  of  .  .321 
Devotional  Training  Pro¬ 
gram  . *.  .  49 


Church  School  Loyalty  .  .  56 

Church  School  Loyalty  Test  57 
God  in  Nature  and  Art  .  .  53 

God  in  Nature  and  Art  Test  54 
Knowledge  of  the  Bible  .  58 

Knowledge  of  the  Bible  Test  59 
My  Church  and  I  .  .  .  .  60 

My  Church  and  I  Test  .  .  61 

Personal  Devotions  ...  61 

Personal  Devotions  Test  62 
Personality  Analysis  ...  62 

Personality  Test . 63 

Public  Worship . 51 

Public  Worship  Test  ...  52 

Story  of  Christianity  ...  59 

Story  of  Christianity  Test  60 

Diarrhea . 337 


428 


HANDBOOK  FOR  COMRADES 


Discipline,  Camp  .  .  .  186,  187 

Dislocations  . 331 

Dive,  Front . 167 

Dive,  Jack-knife . 169 

Dive,  Swan . 168 

Diving . 166 

Dogs . .  288 

Bloodhound . 290 

Collie  . 290 

Fox  Terrier . 291 

English  Setter . 289 

Greyhound  . 289 

Irish  Setter . 290 

Scottish  Terrier . 289 

Drama  and  Poetry,  Books  of  317 

Draper,  George  O.  (Games)  .  369 

Dual  Strength  Test . 404 

Duties  of  Citizens . 358 

Civil . 361 

Natural . .  359 

Political . 362 

Earache . 337 

Earning . 308 

Earning  capacity .  8 

Earth,  Making  of . 229 

Education  ) .  8,  360 

Education  Test . 10 

Elm  Trees . 254 

Emblems . 414 

Emery,  J.  W.,  Ph.D.  (Plant 

Life) . 226 

Equipment,  Athletic  Meet  .  137 

Equipment,  Camp  .  .  .188,  204 

Examination  Blank,  Physi¬ 
cal  .  423,  424 

Examination,  Physical  ...  46 

Exercise . 103 

Eyes . 106,  337 

Fainting . 321 

Feet . 108 

Fiction . 311 

Fiction,  Books  of . 312 

Field  Events  (Athletics)  .  .  134 

Field  Events,  Equipment  .  .  138 

Figure  Eight  Knot  .  .  .  206,  208 

Fire  Drills . *93-195 


Fire,  Making  without 

Matches . 193 

Fire,  Making  with  Flint  and 

Steel . 196 

Fires  and  Their  Uses  ....  190 
First  Aid  to  the  Injured  .  320 
Artificial  Respiration  .  .  .  334 

Bandages . 324 

Bandages  .  .  .  325,  327-329 

Bleeding  and  How  to  Stop 

It . 323 

Bruises . 332 

Burns . 335 

Carrying  the  Injured  ...  .332 
Carrying  the  Injured  332-334 
Compresses,  Use  of  ...  .  330 
Cramps,  Stomach  Ache  .  .337 
Depression,  Conditions  of  .  321 

Diarrhea . 337 

Dislocations  . 331 

Earache . 337 

Fainting . 321 

Fractures . 330 

Frostbite  and  Freezing  .  .  335 
General  Principles  .  .  .  .320 

Head  Injuries . 322 

Heat  Exhaustion  .  .  .  .322 

Nosebleed . 336 

Poison  Ivy  and  Poison  Oak  337 

Poisoning . 336 

Pressure  and  Tourniquet 

Points . 323 

Shock . 321 

Something  in  the  Eye  .  .337 

Splints  . . 330 

Sprains . 332 

Stimulants  .  .  .  320,  321,  324 

Sunburn . 336 

Toothache . 336  < 

Tourniquet . 323 

Wounds  and  Infection  .  .322 

Flag  Day . 364 

Flag,  History  of  American  .  363 

Flag,  Respect  for . 364 

Flag,  Salute  to . 365 

Flapjack  Fantasies . 200 

Flea  Beetles  . 285 

Food,  Proper . 104 


INDEX 


429 


Food,  Selection  ....  187,  199 

Fractures . 33° 

Friendship  and  Social  Life  .  68 

Friendship  and  Social  Life 

Test . 69 


Friendship  Fire  ....  193.  I97 
Frostbite  and  Freezing  .  .  .  335 

Garden,  How  to  Have  Good  265 


Cold  Frame . 274 

Crops . 281 

Garden  Plan  .  .  266,  268,  269 

Hoeing . 281 

Hotbeds . 272 

Insects . 283 

Planting . 276 

Planting  Tables  .  .  .  277,  278 

Seed . 274-276 

Soil  and  Manures  .  .  .  .270 

Sunshine . 267 

Watering . 282 

Gemma  . 213 

Gibson,  Arthur  (Insects)  221,  283 
Gibson,  H.  W.  (Camping)  .  184 
Girls,  Relationship  with  .  .113 

Giving . 309 

God  in  Nature  and  Art  ...  53 

God  in  Nature  and  Art  Test  54 

Government . 348 

Governments,  Purposes  of  .353 


Grading  for  Athletic  Events  44,116 
Group  and  Mass  Games  .  .  369 
Alphabetical  Answers  .  .385 
Animal  Blind  Man’s  Bluff  388 


Around  the  World  ....  385 

Attention . 397 

Barrel  Boxing . 403 

Bat  Kicking  Stunt  ....  401 
Basket  Ball  Relay  .  .  392,  397 

Black  and  White . 380 

Blindfold  Race . 400 

Bombardment . 384 

Bottle  Balance . 400 

Breaking  Prison . 372 

Broncho  Tag . 372 

Can  and  Glove  Boxing  .  .  403 

Capitals . 385 

Centipede  Relay . 398 


Chain  Tag . 375 

Chariot  Race . 399 

Circle  Chase  ..'...  374 

Circle  Jump  . 372 

Circle  Stride  Ball  .  .  .  .375 

Clothespins . 389 

Corner  Ball . 379 

Cracker  Eating  Contest  .  402 

Cross  Questions . 389 

Cross  Tag . 375 

Dead  Man  Relay  ....  396 

Dodge  Ball . 373 

Dog  Fight . 405 

Double  Number  Tag  .  .  .  377 

Driving  Contest . 400 

Duck  on  Rock . 378 

Find  the  Ring . 388 

Fire . 39<> 

Flag  Race . 398 

Forward  Roll  Relay  .  .  -395 

Fox  and  Geese . 383 

Fox  in  the  Hole . 383 

Frog  Race . 395 

Ghost . 4° 2 

Gossip . 387 

Guess  Ball . 379 

Hand  Baseball . 379 

Hello,  Mike . 401 

Hip . 382 

Hop  Race  . 395 

Hot  Hand . 403 

Hot  Rice . 378 

In  and  Out . 391 

Jenkins  Up . 389 

Jump  Stick  Relay  .  .  .  -397 
Knocking  Off  Hat  ....  405 

La  Savate . 405 

Leapfrog  Race . 394 

Lifting  Seven  Men  .  .  .  .  403 

Location . 390 

Lock  Arm  Tag . 371 

Long  Ball  . 379 

Magic  Writing . 386 

Marching  Tag . 381 

Maze  Tag . 376 

Mirror  Pictures . 386 

Monkey  and  Crab  Race  .  394 


430 


HANDBOOK  FOR  COMRADES 


Mount  Ball . 373 

Mount  Tag . 377 

Newspaper  Race  ....  400 

Number  Tag . 377 

Numbers  Change  ....  374 

Object  Tag . 372 

One  Hundred  Yard  Dash  .  399 

Ostrich  Tag . 376 

Over  and  Under . 391 

Over  and  Top . 391 

Overcoat  Relay  Race  .  .  394 

Pass  the  Buck . 397 

Passing  Relay . 397 

Paul  Revere  Race  ....  399 

Peanut  Relay . 401 

Pie  Eating  Contest  .  .  .  403 

Pillow  Fight . 401 

Pillow  Fight  on  Pole  .  .  .401 

Potato  Race . 393 

Potato  Race  (Stunt)  .  .  .  400 

Prisoners’  Base . 381 

Prisoners'  Base . 382 

Pull  into  Circle . 374 

Pull  Stick  . 404 

Rescue  Race . 398 

Rooster  Fight . 405 

Run  Sheep  Run . 382 

Sack  Chase . 401 

Sack  Race  . 393 

Safety  First  Hop  ....  383 

Shoe  Race . 400 

Shouting  Proverbs  ....  388 

Sixteen-pound  Shot  Put 

(Stunt) . 399 

Skin  the  Snake . 395 

Skin  the  Snake  . 396 

Slap  Obstacle  . 396 

Snatch  Ball . 383 

Soaped  Pole  Climb  .  .  .  400 

Spin  Around  Relay  .  .  .  397 

Spinning  the  Hun  ....  374 

Stab-the-Spud  Race  .  .  .393 

Steal  the  Flag . 381 

Stealing  Ammunition  .  .  380 

Straddle  Relay . 391 

Swat  Tag . 372 

Telegrams  . . 388 

Three  Deep  Tag . 37  1 


Three-Legged  Race  .  .  .  399 

Treasure  Hunt . 384 

Turtle  Tag . 375 

Twist  Stick . 404 

Verbal  Authors . 387 

Watch  Trick . 387 

Weight  Guessing  ....  402 

Who  Ami? . 385 

Words . 387 

Wrestle,  Hand  Slap  .  .  .  406 
Wrestle,  Harlequin  .  .  .405 
Wrestling,  Elbow  ....  405 

Wrestling,  Hand . 404 

Wrestling,  Horseback  .  .  380 
Wrestling,  Indian  ....  404 

Wrestling,  Line . 378 

Wrestling,  Toe  . 404 

Group  Games . 40 

Group  Games  Test  ....  40 

Group  Insignia . 415 

Group  Service . 88 

Guessing  Games . 387 

Gum  Trees . 257,  262 

Habits,  Health . 32 

Handicaps  Revealed  by  War  106 

Head  Injuries . 322 

Health  Education . 12 

Health  Education  Test  .  .  .  15 

Health  Habits . 32 

Health  Habits  Test  ....  34 

Health,  Sex . 104 

Pleat  Exhaustion . 322 

Hemlock  Tree . 237 

Hercules . 215 

Hickory  Trees . 244,  245 

Hikes . 204 

Historical  Statement  ....  409 

History,  Books  of . 315 

History,  Current  . 21 

History  of  American  Flag  .  .363 

Hobbies  .' . 24 

Hoeing  (Garden)  . 281 

Home  Relationships  ....  65 

Home  Relationships  Test  .  .  67 

Home  Service  Test  ....  85 

Hornbeam  Trees  .  .  .  247,  248 

Hotbeds  (Garden) . 272 

How  to  Organize . 417 


INDEX 


43i 


How  to  Secure  Insignia  .  .  .417 
Insects,  Collection  and  Pre¬ 


servation  . 221 

Banded  Purple  Butterfly  .  222 

Collecting  . 223 

Emperor  Butterfly  ....  224 

Killing  Bottle . 222 

Monarch  Butterfly  ....  221 

Mounting  . 223 

Mounting  Board . 223 

Net . 222 

Net . 221 

Preserving  Specimens  .  .224 

Rearing  Insects . 225 

Red  Admiral  Butterfly  .  .223 
Yellow  Swallowtail  .  .  .  .224 

Insects,  Garden . 283 

Cabbage  Butterfly  .  .  .  .286 

Cutworms . 283 

Flea  Beetles . 285 

Plant  Lite . 284 

Potato  Beetle . 286 

Root  Maggots . 285 

Insignia  .........  3 

Insignia . 413 

Comrades  . 415 

Explanation  . 413 

Group . 415 

How  to  Secure . 417 

Pioneers . 415 

Service  Recognitions  ...  415 

Intellectual  Training  Pro¬ 
gram  .  5 

Arts,  Crafts,  and  Hobbies  .  24 

Arts,  Crafts,  and  Hobbies 

Test . 25 

Current  History,  Trips  and 

Lectures . 21 

Current  History,  Trips  and 

Lectures  Test . 22 

Education .  8 

Education  Test . 10 

Health  Education  ....  12 

Health  Education  Test  .  .  15 

Personality  Analysis  ...  29 

Personality  Analysis  Test  .  30 

Reading  and  Public  Speak¬ 
ing  . 17 


Reading  and  Public  Speak¬ 
ing  Test . 19 

Supplementary  Training  .  11 

Supplementary  Training 

Test . 12 

Woodcraft  and  Nature 

Study . 27 

Woodcraft  and  Nature 

Study  Test . 28 

Ironwood,  or  Hop  Hornbeam 

Tree . 247 

Jumps . 120-122 

Jumps,  Equipment  for  .  .  .  138 

Jury . 355 

Keeping  Fit . 102 

Knots . 206 

Becket  Hitch  . 208 

Blackwall  Hitch . 208 

Boat  Knot  . 207 

Bowline  Knot . 207 

Cleat  Hitch . 207 

Clove  Hitch . 207 

Figure  Eight  Knot  .  .  206,  208 

Mangus  Hitch . 207 

Overhand  Knot  . 206 

Sheepshanks . 208 

Slip  or  Running  Knot  .  .206 

Square  of  Reef  Knot  .  .  .206 

Timber  Hitch . 208 


Knowledge  of  the  Bible  .  .  58 

Knowledge  of  the  Bible  Test  59 

Land  Drills  (Swimming)  .  .163 
Larch,  or  Tamarack  Tree  .  .  236 

Law  . 347 

Leader’s  Registration  Blank  .  420 
Leaders,  Training  of  .  .  .  .418 

Lee,  Robert  E . 96 

Life  Saving . 170 

Life  Saving  Recognition  .  .  88 

Living,  Clean . 14 

Local  Cooperative  Committee  416 
Lyra . 212,  214 

McCracken,  Joseph  C.,  M.D.  147 
Mangus  Hitch  (Knots)  .  .  .  207 
Manhood,  Control  and  Con¬ 


servation  . 1 12 

Maple  Trees . 259-261 


432 


HANDBOOK  FOR  COMRADES 


Mass  Games . 371 

Meet,  Athletic . 134 

Methods  of  Release  (Life 

Saving)  . 171 

Milky  Way . 21 1 

Mingling  Games . 385 

Mizar . 210,  213 

Music . 53 

My  Church  and  I . 60 

My  Church  and  I  Test  ...  61 


“My  Country,  ’Tis  of  Thee”  .  366 
Natural  Duties  (Citizenship)  359 


Nature . 53 

Nature  and  Art  Test  ...  .  54 

Nature  Hobbies . 209 

Birds,  How  to  Know  .  .  .  216 
Earth,  Making  of  ....  229 
Insects,  Collection  and  Pre¬ 
servation  . 221 

Plant  Life,  Development  of  226 
Stars  and  Constellations  .  209 

Nature  Study . 27 

Nosebleed  . 336 

Oak  Trees . 249-252 

Officers,  Public . 350 

Officials,  Athletic  Meet  .  .  .  137 
Organization  and  Adminis¬ 
tration  . 416 

Cooperation  with  State 

Committees . 417 

Cooperative  Committee  .  416 
How  to  Organize  .  .  .  .417 

Regional  Offices . 416 

Registration  Blanks  .  420-422 
State  Committees  .  .  .  .418 
Training  of  Leaders  .  .  .418 

Orion  . 211 

Orion  . 214 

Osage  Orange  or  Bow-wood 

Tree . 255 

Overhand  Knot  . 206 

Passing  Relays  (Games)  .  .  391 

Pecan  Tree . 244 

Pegasus . 215 

Personal  Devotions  ....  61 

Personal  Devotions  Test  .  .  62 


Personal  Service . 85 

Personality  Analysis  .... 

Devotional . 62 

Intellectual . 29 

Physical . 47 

Service . 83 

Personality  Analysis  Tests 

Devotional . 63 

Intellectual  ........  30 

Physical . 48 

Service . 83 

Pets . 288 

Chickens . 296 

Dogs . 288 

Pigeons  . 292 

Rabbits . 301 

Physical  Examination  ...  46 

Physical  Examination  Test  .  47 

Physical  Examination  Blank 


423,  424 

Physical  Training  Program  31 


Aquatics . 41 

Aquatics  Test . 42 

Athletics . 43 

Athletics  Test . 44 

Campcraft . 34 

Campcraft  Test  ....  .  36 

Group  Games . 40 

Group  Games  Test  ...  40 

Health  Habits . 32 

Health  Habits  Test  ...  34 


Personality  Analysis  ...  47 

Personality  Analysis  Test  .  48 

Physical  Examination  .  .  46 

Physical  Examination  Test  47 


Team  Games . 38 

Team  Games  Test  ....  39 

Pigeons  . 292 

Antwerp . 296 

Barb . 295 

Barb . 295 

Carrier . 292 

Dragon . 295 

Dragon . 296 

English  Owl  . 296 

English  Owl . 296 

Fantail . 294 

Homer . 296 


INDEX 


433 


t 


Homer . 296 

Jacobin  . 295 

Jacobin . 293 

Magpie . 295 

Magpie . 294 

Pouter . 295 

Pouter  .  .  . . 293 

Trumpeter . 292 

Tumblers . 295 

Tumbler,  short-faced  .  .  .  294 

Turbit . 295 

Turbit . 295 

Pine  Trees . 235-236 

Pins . 413 

Pioneers,  Insignia  .  .  .  413,  415 
Pitkin,  Horace  Tracy  ...  94 

Plant  Lice . 284 

Plant  Life,  Development  .  .  226 

Planting  (Garden) . 276 

Planting  Tables  ....  277,  278 

Poe,  Arthur . 146 

Poetry . 53 

Poetry  and  Drama,  Books  of  317 
Poison  Ivy  and  Poison  Oak  .  337 

Poisoning  .  .  .  .  r . 336 

Polaris  (North  Sta  )  .  .  210,  213 

Political  Duties . 362 

Political  Rights . 357 

Pollux . 213 

Poplar  Trees . .  241 

Potato  Beetle . 286 

Potato  Race  .  .  .119.  393,  400 

Poultry  . 296 

Pressure  and  Tourniquet  Points  323 
Program,  Camp  ....  188,  189 

Property,  Public . 350 

Protection  of  Citizens ....  348 

Public  Buildings . 352 

Public  Officers  . 350 

Public  Utilities . 351 

Public  Worship . 51 

Public  Worship  Test  ....  52 

Putting  Shot . 122 

Quiet  Social  Games  .  .  .  .385 

Rabbits . 301 

Angora . 305 

Belgian . 305 


Belgian  Hare . 302 

Dutch . 3°4 

Dutch,  Black  and  White  .  .  304 
Dutch  Marked  Cavy  .  .  .303 

English . 305 

English . 3°4 

Flemish  Giant . 302 

Himalayan . 3°5 

Himalayan . 3°5 

Lop  Ears . 3°4 

Lop,  Black  and  White  .  .  301 

Silver . 3°5 

Silver  Grey . 303 

Race,  Potato  .  .  .119.  393.  400 

Race,  Sack . 138.  393 

Races,  Equipment . 393 

Races,  Novelty  Relay  .  .  .394 

Read,  What  to . 311 

Reading  and  Public  Speaking  1 7 
Reading  and  Public  Speaking 

Test . 19 

Recognitions,  Service  .  .  84 

Record,  Indoor  Athletic  .  .  139 
Record,  Outdoor  Athletic  .  .143 
Records,  Swimming  .  .  .  .179 
Red-bud,  or  Judas  Tree  .  .259 

Regional  Offices . 4X6 

Registration  Blanks  .  .  420-422 
Registration,  Cooperative 

Committee  ....  416,  422 
Registration,  Leaders  .  417,  420 
Relationships  with  Girls  .  .  113 
Relaxation  (Swimming)  .  .158 
Relay  Events  (Athletics)  .  .  134 
Relay  Races  (Games)  .  .  .  39° 


Release,  Methods  (Life  Sav¬ 


ing)  . 171 

Rescuing  (Life  Saving)  .  .  .173 

Respect  for  Flag . 364 

Resuscitation  (Life  Saving)  .  176 
Resuscitation  (Schafer  Meth¬ 
od)  .  .  .  . . 176 

Rickey,  Branch . 148 

Rigel . 213 

Rights  of  Citizens . 354 

Civil . 355 

Natural . 354 


434 


HANDBOOK  FOR  COMRADES 


Political . 357 

Riis,  Jacob . 91 

Romance,  Books  of  ....  313 
Roosevelt,  Theodore  ....  89 

Root  Maggots . 285 

Rules,  Athletic  Events  .  .  .119 
Rules,  Athletic  Meet  ....  136 

Rules,  Training . 102 

Running  Broad  Jump  .  .  .  122 
Running  High  Jump  .  .  .  .121 

Sack  Race . 138,  393 

Sadr . 213 

Safety  First . 339 

Accidents,  Drowning  .  .  .  341 

Accidents,  Falls . 340 

Accidents,  Fire . 342 

Accidents,  Poisons  ....  343 
Accidents,  Railway  .  .  .  340 

Sagittarius . 215 

Salute  to  Flag . 365 

Sanitation,  Camp  .  .  .  185,  186 

Sassafras  Tree  . 256 

Saunders,  W.  E.  (Birds)  .  .216 
Saving  Human  Life  ....  88 

Saving  Money  . 307 

Schafer  Method,  Resuscita¬ 
tion  . 176 

School  or  Employment  Ser¬ 
vice  . 86 

Science,  Books  of . 318 

Scoring  Tables  (Athletics)  124 -133 
Sculling  (Swimming)  ....  166 

Seed . 274-276 

Service  Recognitions  ...  84 

Church  Service . 86 

Community  Service  ...  87 

Home  Service . 85 

Insignia . 415 

Personal  Service . 85 

Saving  Human  Life  ...  88 

School  or  Employment  Ser¬ 
vice  . 86 

Service  to  Group  ....  88 


Service  Training  Program  64 
Choosing  a  Life  Work  .  .  78 

Choosing  a  Life  Work  Test  80 
Citizenship . 74 


Citizenship  Test . 75 

Community  Relationships  71 

Community  Relationships 

Test . 73 

Friendship  and  Social  Life  68 

Friendship  and  Social  Life 
Test . 69 


Home  Relationships  ...  65 

Home  Relationships  Test  .  67 

Personality  Analysis  ...  83 

Personality  Analysis  Test  .  83 

Training  for  Service  ...  76 

Training  for  Service  Test  .  77 

World  Brotherhood  ...  81 

World  Brotherhood  Test  .  82 

Seton,  Ernest  Thompson  .  .  195 
Seton,  Ernest  Thompson 


(Trees) . 234 

Sex  Health  ........  104 

Sheepshanks  (Knots)  ....  208 

Sheltering  Lean-To  .  .  .  .  197 

Shock . 321 

Shot  Put . 122 

Shull,  Lieut.  Laurens  C., 

D.  S.  C . 151 

Shuttle  Events  (Athletics)  .  135 

Silent  Comrades . 310 

Sirius  .  .' . 213 

Sky  in  Autumn . 213 

Sky  in  Spring . 212 

Sky  in  Summer . 213 

Sky  in  Winter . 212 

Sleep . 104 

Slip  or  Running  Knot  .  .  .  206 
Social  Team  Games  .  .  .  .389 
Soil  ahd  Manures  (Garden)  .  270 
Something  in  the  Eye  .  .  .337 
Songs  of  Our  Country  .  .  .  365 

Spending,  Wise . 308 

Splints . 330 

Sprains . 332 

Sprints . 119 

Sprints,  Rules . 120,  137 

Spruce  Tree  . 237 

Square  or  Reef  Knot  ....  206 
Stagg,  Amos  Alonzo  .  .  .  .145 
Standing  Broad  Jump  .  .  .120 
“Star-Spangled  Banner”  .  .367 


INDEX 


435 


Stars . 209 

Books  on  Stars . 215 

Albirea . 213 

Alcor  . 210,  213 

Altair . 212 

Arcturus . 212 

Caph  . 213 

Castor . 213 

Deneb . 213 

Gemma  . 213 

Mizar . 210,  213 

Polaris  (North  Star)  .  210,  213 

Pollux . 213 

Rigel . 213 

Sadr . 213 

Sirius  . 213 

Vega . 212 

State  Committees . 418 

State  Committees,  Coopera¬ 
tion  with . 417 

Statten,  Taylor  (Stars)  .  .  .209 
Stimulants  ....  320,  321,  324 

Stories,  Short . 313 

Story  of  Christianity  ....  59 

Story  of  Christianity  Test  .  60 

Stroke,  Back . 165 

Stroke,  Breast . 162 

Stroke,  Easiest  and  Best  .  .  155 
Stroke,  Underarm  Back  .  .  165 
Stunt  Athletic  Meet  ....  399 

Stunts . 399 

Summary,  Athletic  Events  45,  117 

Sunburn . 338 

Sunshine  (Garden) . 267 

Supplementary  Training  .  .  11 

Supplementary  Training  Test  12 

Supplies . 417 

Sweater  Emblem . 413 

Sweater  Emblem . 414 

Swimming . 153 

Swimming,  Land  Drills  .  .  .  163 

Swimming,  Laws . 155 

Swimming  Records  .  .  .  .179 
Sycamore,  or  Buttonwood 

Tree . '.257 

Tag  Games . 375 

Tamarack  Tree . 236 

Taurus . 214 


Team  Events  (Athletics)  .  .  134 

Team  Games . 38 

Team  Games  Test  ....  39 

Teeth . 108 

Tents . 186 

Thrift . 306 

Throw,  Baseball  Equipment  138 
Throwing,  Distance  .  .  .  .123 
Timber  Hitch  (Knots)  .  .  .  208 

Toothache . 336 

Tourniquet . 323 

Towing  (Life  Saving)  .  .  .173 


Track  and  Field  Athletics  116 
Track  Events,  Equipment  .  137 
Training  for  Service  ....  76 

Training  for  Service  Test  .  .  77 


Training  for  Leaders  .  .  .  .418 

Training  Rules . 102 

Training,  Supplementary  .  .  n 
Transportation  of  the  Injured  332 

Travel,  Books  of  . 316 

Treading  Water  (Swimming)  166 
Trees,  Mutilation  of  ...  .  197 
Trees,  Our  Native  ....  234 

Ash . 263,  264 

Aspen . 240 

Balsam . 238 

Basswood . 262 

Beech . 248,  252 

Birch  . 246,  247 

Box  Elder . 261 

Cedar,  or  Arbor-vitae  .  .  239 

Chestnut . 253 

Cottonwood  . 241 

Cypress  . 238 

Elm . 254 

Gum  . 257,  262 

Hemlock . 237 

Hickory . 244,  245 

Ironwood,  or  Hop  Horn¬ 
beam  . 247 

Larch,  or  Tamarack  .  .  .  236 

Maple . 259-261 

Oak . 249-252 

Osage  Orange  or  Bow-wood  255 

Pecan . 244 

Pine . 235,  236 

Poplar . 241 


436 


HANDBOOK  FOR  COMRADES 


Red-Bud,  or  Judas  ....  259 

Sassafras . .256 

Spruce . 237 

Sycamore,  or  Buttonwood  257 

Tulip  . 256 

Walnut . 242,  243 

Willow,  Black . .240 

Trick  Games . 386 

Tugging  and  Throwing  Games  378 
Tulip  Tree . 256 

Underarm  Back  Stroke  .  .  .  165 
Universality  of  Talent  .  .  .  6,  7 
Ursa  Maior  ........  214 

Ursa  Minor . 214 

Utilities,  Public . 351 

Vega . 212 

Venereal  Diseases . 109 

Walnut  Trees . 242,  243 


Washington,  Booker  T,  .  ,  ,  99 

Watch  Fobs  .......  413 

Watering  (Garden)  ....  282 

Weight  Classification  .  ,  44,  n6 


What  and  How  to  Cook  .  .  198 
What  and  How  to  Do  Books  318 

Wild  Birds . 216 

Willow  Tree,  Black  .  .  ,  .240 
Wood  for  Fires  ......  190 

Wood  for  Shelters  .....  197 

Woodcraft  and  Nature  Study  27 
Woodcraft  and  Nature  Study 

Test . 28 

Woolworth  Building  ....  306 
Woolworth,  Frank  W.  .  ,  .  306 
World  Brotherhood  ....  81 

World  Brotherhood  Test  .  .  82 

Worship,  Public . 51 

Wounds  and  Infection  .  .  .322 
Wrestling . 404 


HANDBOOK  FOR  PIONEERS 

Boys  12,  ij,  and  14  Years  of  Age 

HANDBOOK  FOR  COMRADES 

Boys  75,  16,  and  17  Years  of  Age 

These  handbooks  contain  more  than  four 
hundred  pages  of  information  regarding 
the  Program  itself  and  supplementary 
material  regarding  such  matters  as 
health,  endurance,  athletics,  aquatics, 
camp  life,  recreation,  hobbies,  pets, 
nature,  thrift,  reading,  safety  first,  first 
aid,  patriotism,  citizenship,  games,  ser¬ 
vice  recognitions,  intellectual,  physical, 
devotional  and  service  activities,  etc. 

LEADERS’  MANUAL-PIONEERS 
LEADERS’  MANUAL-COMRADES 

The  leaders’  manuals  contain  about  three  hundred  pages 
and  give  full  explanation  regarding  administering  the 
Program,  its  significance,  building  a  mid-week  calendar, 
instruction  on  charting,  elements  in  efficient  leadership, 
understanding  the  boy,  practical  talks,  classified  bibliog¬ 
raphy,  insignia,  registration,  administration,  etc. 

ASSOCIATION  PRESS 

347  Madison  Ave.  New  York 


